CURRICULUM DEVELOPMENT MODELS

The present research investigated the curriculum development and teaching models of various teaching institutes. In this research, researcher found that curriculum designing is conducted stage by stage in every institute. According to research some of the models discussed the process to be more important than the objectives. Other models take objectives to be the most important feature of curriculum design. Generally, all models stress the importance of considering a variety of factors that influence curriculum. Now that you have read about the types of curriculum design, factors that influence curriculum design and models used to design the curriculum.

INTRODUCTION T HERE is increasing interest amongst university teachers in all components of the curriculum process rather than just for the content of a course of study. For example. a recent survey conducted by the Advisory Centre for University Education at the University of Adelaide indicated that the majority of departments thought that course objects arc important, almost all departments are extremely critical of the conventional university examinations which are set, and although lectures are still regarded as generally useful by almost one-half of the departments an equal proportion believe them to be only one of a number of different ways of teaching. Whilst there is some merit in discussing the separate components of the curriculum process (i .e. aims and objectives. content, teaching. learning and assessment) it is also important to consider their interrelationships. If this is not done. examinations ru'e in danger of not assessing (implied) course aims, teaching can be relatively inefficient, and learning is accompanied by frustrations on the pan of students. The purpose of this article is to illustrate the relationships between the components of the curriculum process so that the concern which is being shown by university staff for the various parts can be cooordinated to bring about effective changes to the whole of a teaching programme. DEVELOPING A SIMPLE MODEL The most common picture of the curriculum used to be that which is shown in Figure I. It illustrates a popularly held belief that education merely consists of facts which have to be examined. In his criticism of graduate education. Rogers l lists ten implied assumptions on which graduate programmes seem to be based.

Research paper, 2013

Introduction The need for the development of a curriculum to guide the activities of a school or any academic endeavour for efficient attainment of its goals and objectives cannot be overemphasized. Education essentially involves the teaching and learning experiences, and to ensure a fruitful and rewarding experience which implies a good education, the curriculum must be adequately formulated or structured to meet or reflect the needs of the society and of the individual learner. It is on the basis of the above observation that this paper will attempt an examination of the roles which a curriculum plays in a teaching and learning condition. That is, such questions as how does the curriculum enable the teacher to do his job with relative proficiency? What importance does the curriculum hold for the learner in his effort at acquiring knowledge and improving himself? And what does the educational system generally stand to gain with the development of a curriculum?, will form the major concern of this paper. However, to achieve the goal of this paper, an explanation of the concept of curriculum becomes of utmost necessity. Hence, the paper begins with the clarification of the concept of curriculum and proceeds to the analysis of the various roles of the concept in teaching and learning. The point will be made that, a deviation from the curriculum will be detrimental to the educational system, the learner and the teacher. And only by developing a curriculum which is positive oriented focusing on the learner's abilities and interest, can a proper education be attained through an enhanced teaching and learning.

Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 2021

The aim of this literature review study was to examine the historical development of the concept of curriculum theory, its reflections on curriculum development studies, and teaching-learning processes and also to attract the attention of the researchers to the area of curriculum theory which was seen to be left aside for years. The research was designed by reviewing the literature, and different theoretical perspectives on curriculum development studies in the USA which historically dominated the field since the early 1900’s and Turkey were examined. In the first phase, the explanation of the concepts of curriculum, theory, curriculum theory, the chaotic structure, and discussions in the literature regarding the terminology of these concepts were given. It was concluded that in the literature the concept of curriculum theory has been used synonymously with the concepts of curriculum beliefs, educational value orientations, curriculum ideologies, and curriculum orientations. In addi...

Descriptive analysis of the studies using the curriculum as a descriptive and published at the Curriculum Inquiry journal is conducted in this study. Results revealed that literature review is the preferred method, document analysis is the preferred data collection tool, purposeful sampling is the preferred sampling method, qualitative research is the most used research, and elementary education is the most investigated level in the studies. Future research should concentrate on other respective journals to reach the broad understanding of the studies conducted in the Curriculum and Instruction.

—This paper aims at probing into the nature of curriculum by critically reviewing literature relevant to the term " curriculum. " The multiple definitions associated with the term are inductively presented in conceptualizations so as to clarify what are the curricular issues that teachers should be concerned about in the school context. This paper then argues for the need to consider a broader spectrum of " curriculum " that embraces the whole aspects in the curriculum development process, for example, objectives, content, methodology, and evaluation of students, especially when a curricular review or evaluation is undertaken.

In the field of curriculum development, it remains a challenge to find a uniform definition of the term "curriculum". This is not evident on the account of it being a concept only but also because of the variables that are at discrepancy on what should make up a sound curriculum. This paper therefore x-rays the polemics associated with this concept, as it is common with other fields of social sciences. The aim is set for a better understanding of what curriculum seeks to serve in the teaching-learning process

A. The Definition of Curriculum 1. Curriculum, or course, design is largely a "how-to-do-it" activity that involves the integration of knowledge from many of the areas in the field of Applied Linguistics, such as language acquisition research, teaching methodology, assessment, language description and materials production. (Macalister, 2010) 2. Curriculum is a social artefact. It is configured according to elements of a cultural heritage that are deened worthy of transmitting or communicating to a new generation of learners. (Hamilton, 1999) 3. Curriculum is a construct or concept, a verbalization of an extremely complex idea or set of ideas. (Olivia, 2012) 4. Curriculum indicated a plan to educate students, which means the curriculum is a part of the curriculum and the assessment scope contains curriculum components.