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Online · School of Education · Graduate Education

Curriculum Theory
EDUC-771

  • CG
  • Section 8WK
  • 11/08/2019 to 04/16/2020
  • Modified 07/28/2020

Course Description

Addresses the theoretical constructs of the K-12 curriculum as related to the nature and function of curriculum, the curriculum development process, and curriculum evaluation procedures.

Requisites

Prerequisites

None

Rationale

The proper development and implementation of curriculum is not possible without a thorough understanding of the philosophical and theoretical perspectives that shape the process. Beginning with a thorough analysis of these perspectives, emphasis will then be given to the role each perspective plays in the curriculum development as well as the teaching and learning processes.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

    1. Assess the philosophical basis for the curriculum theories discussed in this course.
    2. Analyze the major elements of the predominant curriculum perspectives.
    3. Articulate a biblical theory for the philosophical development of curriculum.
    4. Evaluate components of a core content curriculum.
    5. Justify curriculum decisions in light of the relationship of the curriculum perspectives and a biblical worldview.
    6. Explain theoretical and biblical issues to consider during a curriculum development process.
    7. Justify the curriculum evaluation process as it relates to curriculum development and planning.
    8. Provide a rationale for the values that schools should teach.
    9. Identify information and issues in curriculum theory.

Course Resources

Required Resource Purchases

Gordon, W.R., Taylor, R.T., Oliva, P.F. (2019). Developing the curriculum: Improved outcomes through systems approaches (9th ed.). New York, NY: Pearson. ISBN for Digital Copy: 9780134802718 and ISBN-13 for Paper Copy: 9780134800387.

Disclaimer: The above resources provide information consistent with the latest research regarding the subject area. Liberty University does not necessarily endorse specific personal, religious, philosophical, or political positions found in these resources.

Recommended Resources – Optional

American Psychological Association. Publication manual of the American Psychological Association (Current ed.). Washington, D.C.:Author.

The student may use his/her own selected textbook if he/she has one for the Textbook Evaluation Essay assignment, explained below.

Additional Materials for Learning

    1. Computer with basic audio/video output equipment
    2. Internet access (broadband recommended)
    3. Blackboard recommended browsers
    4. Microsoft Office

Course Assignments

Textbook readings and lecture presentations/notes

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.

Discussion Board Forums (2)

Discussion boards are collaborative learning experiences. Therefore, the student is required to provide a thread in response to the provided prompt for each forum. Each thread must be 200 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to at the threads of at least two classmates. Each reply must be 100 words.

Throughout the course, the student will participate in two Discussion Board Forums with the classmates. The purpose of the Discussion Board is to construct and contribute to a community of learning. In preparation for each forum, the student will read the assigned prompt.

When the thread is due, the student will create a post based on the assigned prompt. When the replies are due, the student will reply to at least two classmates.

This course utilizes the Post-First feature in all Discussion Board Forums. This means the student will only be able to read and interact with the classmates’ threads after he or she has submitted the thread in response to the provided prompt.

General Instructions - Thread

For the thread, the student will compose a response to the prompt. The thread must cogently address the prompt. The thread must be well supported with material. It must also meet the required word count of 200 words and be submitted on time. Finally, the response should be free of grammatical errors and reflect appropriate standards of writing and citation styles.

General Instructions - Replies

The student will select two of the classmates’ threads and interact with the thoughts and ideas. The content of the replies must reflect excellent knowledge. The replies must also expand on the thread and relate issues to Scripture, biblical principles, and/or pertinent personal experience. Finally, the replies must each meet the required word count of 100 words each and be submitted on time.

The instructor will grade the assignment by the rubric terms. (MLOs: A, C, H, I)

Criteria for Curriculum Decisions Essay

The student will write a research-based paper with at least 800 words in current APA format. The student will select one school, grade level, or subject. The student will develop an essay that explains important criteria for curriculum. The student will describe criteria that could be used by a curriculum search committee to justify and support a particular selection of a curriculum for a school system. The student will include every criteria item that should be considered in the selection of materials. The student will address the biblical worldview and use scriptural support. The paper must include at least two citations and at least two references. Additional requirements are in the rubric. The instructor will grade the assignment by the rubric terms. (MLOs: C, E, F, I)

Curriculum and Biblical Perspectives Quiz

The student will complete a quiz on curriculum philosophies. The quiz will cover the Reading & Study material for the assigned module/week. The quiz will be open-book/open-notes, contain 20 multiple-choice questions, contain one short-answer question, and have a one hour time limit. (MLOs: A, B, C, I)

Core Curriculum Quiz

The student will complete a quiz on core curriculum and standards. The quiz will cover the Reading & Study material for the assigned module/week. The quiz will be open-book/open-notes, contain 20 multiple-choice questions, contain one short-answer question, and have a one hour time limit. (MLOs: C, D, E, I)

Curriculum Implementation Quiz

The student will complete a quiz on curriculum implementation. The quiz will cover the Reading & Study material for the assigned module/week. The quiz will be open-book/open notes, contain 20 multiple-choice questions, contain one short-answer question, and have a one hour time limit. (MLOs: C, F, H, I)

Textbook Evaluation Essay

The student will develop a textbook evaluation essay with at least 800 words in current APA format. The student will select an elementary, secondary, or higher education textbook (print or digital e-book) from his/her own resources. The student will analyze that textbook and compose the textbook evaluation essay. The student will address the biblical worldview and use scriptural support. The student may use the Ideas for Textbook Evaluation Essay document as a guide. The paper must include at least two citations and at least two references. Additional requirements are in the rubric. The instructor will grade the assignment by the rubric terms. (MLOs: C, E, G, I)

Curriculum Change Plan

The student will write a research-based paper with at least 800 words in current APA format. The student will discuss the steps and timeframe for a plan to change the total curriculum for any school, grade level, or subject. The student will describe a plan to get school system stakeholders (parents, teachers, librarians, administrators, etc.) to cooperate and to engage positively with a change in curriculum. The student must set priorities for the targeted issues. The student should consider digital trends and technology. The student will address the biblical worldview and use scriptural support. The paper must include at least two citations and at least two references. Additional requirements are in the rubric. The instructor will grade the assignment by the rubric terms. (MLOs: C, F, G, I)

Course Grading

Course Requirements Checklist

10

Discussion Board Forums (2 at 30 pts ea)

60

Criteria for Curriculum Decisions Essay

100

Curriculum and Biblical Perspectives Quiz

Core Curriculum Quiz

180

180

Curriculum Implementation Quiz

180

Textbook Evaluation Essay

100

Curriculum Change Plan

200

Total

1010

Policies

Late Assignment Policy

Course Assignments, including discussion boards, exams, and other graded assignments, should be submitted on time.

If the student is unable to complete an assignment on time, then he or she must contact the instructor immediately by email.

Assignments that are submitted after the due date without prior approval from the instructor will receive the following deductions:

  1. Late assignments submitted within one week after the due date will receive up to a 10% deduction.
  2. Assignments submitted more than one week and less than 2 weeks late will receive up to a 20% deduction.
  3. Assignments submitted two weeks late or after the final date of the course will not be accepted outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.
  4. Group projects, including group discussion board threads and/or replies, and assignments will not be accepted after the due date outside of special circumstances (e.g. death in the family, significant personal health issues), which will be reviewed on a case-by-case basis by the instructor.

Disability Assistance

Students with a disability and those with medical conditions associated with pregnancy may contact Liberty University’s Online Office of Disability Accommodation Support (ODAS) at [email protected] for accommodations.  Such accommodations require appropriate documentation of your condition.   For more information about ODAS and the accommodations process, including how to request an accommodation, please visit https://www.liberty.edu/online/online-disability-accommodation-support/. Requests for accommodations not related to disabilities or pregnancy must be directed to the Registrar’s Office, which generally handles medical needs support.

If you have a complaint related to disability discrimination or an accommodation that was not provided, you may contact ODAS or the Office of Equity and Compliance by phone at (434) 592-4999 or by email at [email protected].  Click to see a full copy of Liberty’s Discrimination, Harassment, and Sexual Misconduct Policy or the Student Disability Grievance Policy and Procedures.

Course Attendance

In an effort to comply with U.S. Department of Education policies, attendance is measured by physical class attendance or any submission of a required assignment within the enrollment dates of the course (such as examinations, written papers or projects, any discussion board posts, etc.) or initiating any communication with one’s professor regarding an academic subject. More information regarding the attendance policy can be found in the Academic Course Catalogs. Regular attendance in online courses is expected throughout the length of the term. Students who do not attend within the first week of a sub-term by submitting a required academic assignment (such as the Course Requirements Checklist, an examination, written paper or project, discussion board post, or other academic activity) will be dropped from the course. Students who wish to re-engage in the course are encouraged to contact Academic Advising to discuss their enrollment options. Students who begin an online course, but at some point in the semester cease attending, and do not provide official notification to withdraw, will be assigned a grade of “FN” (Failure for Non-Attendance). Students wishing to withdraw from courses after the official start date should familiarize themselves with the withdrawal policy.

Add/Drop Policy

The full policy statement and procedures are published in the Policy Directory.

Honor Code

Liberty University comprises a network of students, Alumni, faculty, staff and supporters that together form a Christian community based upon the truth of the Bible. This truth defines our foundational principles, from our Doctrinal Statement to the Code of Honor. These principles irrevocably align Liberty University’s operational procedures with the long tradition of university culture, which remains distinctively Christian, designed to preserve and advance truth. Our desire is to create a safe, comfortable environment within our community of learning, and we extend our academic and spiritual resources to all of our students with the goal of fostering academic maturity, spiritual growth and character development.

Communities are predicated on shared values and goals. The Code of Honor, an expression of the values from which our Doctrinal Statement was born, defines the fundamental principles by which our community exists. At the core of this code lie two essential concepts: a belief in the significance of all individuals, and a reliance on the existence of objective truth.

While we acknowledge that some may disagree with various elements of the Code of Honor, we maintain the expectation that our students will commit to respect and uphold the Code while enrolled at Liberty University.

Adherence to the principles and concepts established within facilitates the success of our students and strengthens the Liberty community.

The Code of Honor can be viewed in its entirety at http://www.liberty.edu/index.cfm?PID=19155.

Grading Scale

A A- B+ B B- C+ C C- D+ D D- F
940-1010 920-939 900-919 860-899 840-859 820-839 780-819 760-779 740-759 700-739 680-699 679 and below

For courses with a Pass/NP final grade, please refer to the Course Grading section of this syllabus for the assignment requirements and/or point value required to earn a Passing final grade.

Schedule

EDUC 771

Textbook:        Gordon et al., Developing the Curriculum: Improved Outcomes Through Systems Approaches (2019).

Module/Week

Reading & Study

Assignments

Points

1

Gordon et al.: chs. 1–2

1 presentation

1 reading

2 websites

Course Requirements Checklist

Advising Guide Acknowledgement

Introduction/Welcome Discussion Board

DB Forum 1

10

0

0

30

2

Gordon et al.: chs. 3–5

2 presentations

Criteria for Curriculum Decisions Essay

100

3

Gordon et al.: ch. 6

3 presentations

Curriculum and Biblical Perspectives Quiz

180

4

Gordon et al.: chs. 7–8

1 presentation

1 website

Core Curriculum Quiz

180

5

Gordon et al.: chs. 9–10

1 presentation

Optional Hidden (Implied) Curriculum Review:

Gordon et al.: ch.1, p. 5

Gordon et al.: ch. 6, p. 128

Curriculum Implementation Quiz

180

6

1 presentation

1 reading

Optional Textbook Review:

Gordon et al.: ch. 10, p. 204

Textbook Evaluation Essay

100


7

Gordon et al.: chs. 11–13

1 presentation

Optional Curriculum Change Review:

Gordon et al.: ch. 4, pp. 79–84

Curriculum Change Plan

200

8

1 presentation

1 reading

1 website

Optional Values Review:

Gordon et al.: ch. 6, pp. 111–112

Gordon et al.: ch. 9, pp. 188–189

DB Forum 2

30

Total

1010

DB = Discussion Board

NOTE:    Each course module/week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday night at 11:59 p.m. (ET). The final module/week ends at 11:59 p.m. (ET) on Friday.