Curriculum Development: Perspectives, Principles and Issues gives a broad overview of the various perspectives on the subject and acquaints the teachers and teacher educators with the principles of curriculum development. It begins by giving the account of historical developments, the philosophical and sociological basis and goes on to describe the processes and models in curriculum development. This book approaches students in a way to enhance their interest in curriculum research.
This book is organized into four parts, each addressing a critical aspect of curriculum development: Foundations of Curriculum Development: This section explores the historical, philosophical, and theoretical underpinnings of curriculum. It provides readers with a solid foundation to understand the evolution and significance of curriculum in education. Designing and Developing Curriculum: Here, we delve into the practical aspects of curriculum planning, design, and material development. This section offers detailed guidance on setting objectives, selecting and organizing content, and integrating instructional strategies. Implementing and Evaluating Curriculum: Effective implementation and rigorous evaluation are crucial for the success of any curriculum. This section discusses strategies for implementation, the role of teachers, and methods for formative and summative evaluation. Contemporary Issues and Future Trends: The final section addresses current challenges and future directions in curriculum development, including diversity, globalization, and technological advancements. Throughout this book, I have drawn upon the latest research, case studies, and practical examples to provide a well-rounded perspective on curriculum development. Additionally, the insights and guidance provided by the EdTech Research Association, US, have been instrumental in enriching the content and ensuring its relevance to contemporary educational contexts.
Perspectives in Curriculum Studies by Margaret Nalova Endeley and Martha Ashuntantang Zama is a comprehensive textbook for graduate students of Curriculum Studies and Instruction, and a guide for education practitioners wherein they articulate contemporary curriculum concepts, principles and applications in the field. With illustrations from informed African perspectives, the authors situate curriculum theory and practice in local contexts so that African scholars, educators, and others may be equipped with knowledge and skills to develop and maintain appropriate and relevant curricula for quality education. Framed in sixteen chapters, grouped in five parts, the text begins with the exposition of basic terminology, curriculum theory and foundations of the curriculum before delving profoundly into the curriculum development process. The latter portion gives the reader the opportunity to explore, analyse and evaluate different curriculum planning approaches and models, curriculum design dimensions and patterns, and procedures for the development of syllabuses, textbooks, and other curriculum materials. Also, Curriculum implementation tasks as well as strategies for evaluation of programs and courses are presented and discussed. Since curriculum and instruction are highly intertwined notions, instructional design is elaborately treated in two chapters bringing out its theoretical underpinnings and procedures. The book closes with global perspectives of curriculum development in practice. The goal here is to provide insights into trends, issues, and challenges not only in curriculum development but also in the curriculum field, which should generate action towards the improvement of curriculum practice and spur the search for new knowledge.
This title presents perspectives on the relationship between curriculum research and instructional design, as well as new developments in the use of information and communication technology.
This book, the second in the Perspectives on Higher Education series, brings together a number of insights into a key area of higher education: curriculum planning, design, and implementation. This book is designed to provide educators with the knowledge and skills needed to design, develop, and evaluate university curricula, programmes, and courses. It is aimed at those involved in programme development and delivery at many levels, from the most experienced administrator or senior professor through to the new teacher.In this manner, beginning from the initial steps of curriculum design all the way through to quality assurance and how to evaluate whether your curriculum has met its intended aims, this book is intended to be a short and easy-to-reference guide for educators at all levels.
This book is the product of twenty-five years of research and teaching in the field of curriculum development, as well as extensive observation of, and consultation with trainees (educates) and classroom teachers on curriculum development problems. It attempts to provide help to education students who study curriculum Development in Colleges of Education, Polytechnics, Institutes and Faculties of Education of Universities. Its primary aim is to achieve a concise but scholarly account of the contexts and nature of curriculum planning and development, and of the problems and issues relating to them. This account, the author hopes, will contribute to the continuing effort to improve the quality and efficiency of the curriculum planning and development. The author therefore feels that teachers, members of school boards and educational researchers will find this book useful. The book is divided into thirteen chapters. Chapters one and two present curriculum planning and development in perspectives. They examine the meaning and purpose of education, definition of curriculum, views about curriculum scope of curriculum studies and history of curriculum development in Nigeria. Chapter three highlights the different patterns or types of curriculum organizations and their strengths and weaknesses. Chapter four to ten discuss the curriculum planning and development process. These chapters provide some guidelines on what to do on each of the various stages of curriculum planning and development. Chapter eleven examines curriculum innovation and change by highlighting the meaning of curriculum innovation and change, and the need for curriculum innovation. Chapter twelve discusses and some social contexts of curriculum development. Finally, chapter thirteen highlights the activities of some curriculum development bodies. The book is published by www.iiste.org
Education is concerned with the transmission of knowledge. It is always a deliberate attempt to modify the individual for the better or in terms of what is thought to be desirable. It would be a bad mistake, however, to view this knowledge only in terms of curriculum content; because education transmits other knowledge as well. But it would seem fair to claim that education aims to overcome ignorance. He would also appear that education advocates the principle that it is better to have knowledge than to be ignorant. In other words it is better to be Socrates dissatisfied than a pig satisfied. It is argued that the modern defective curriculum content creates satisfied pigs and increases-ignorance than to overcome it. Therefore, Helvetius states that "Children are born ignorant, not stupid." It is education that makes them stupid. So far as defective curriculum is concerned he is essentially correct.
