Principles And Procedures Of Curriculum Development
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Basic Principles of Curriculum and Instruction
Author: Ralph W. Tyler
language: en
Publisher: University of Chicago Press
Release Date: 2013-08-09
The acclaimed classic shows educators how to set classroom objectives, select learning experiences, organize instruction, and evaluate progress. In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision. Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students. Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned. This emphasis on thoughtful evaluation has kept Basic Principles of Curriculum and Instruction a relevant, trusted companion for over sixty years. And with school districts across the nation working feverishly to align their curriculum with Common Core standards, Tyler’s straightforward recommendations are sound and effective tools for educators working to create a curriculum that integrates national objectives with their students’ needs. Praise for Basic Principles of Curriculum and Instruction “Tyler addresses the essential purposes of teaching in a way that still has relevance for contemporary students of education, and communicates to them how important and timeless the quality of the pupil-teacher interaction actually is.” —Times Higher Education (UK)
Curriculum Development
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.
International Handbook of Curriculum Research
Continuing its calling to define the field and where it is going, the Second Edition of this landmark handbook brings up to date its comprehensive reportage of scholarly developments and school curriculum initiatives worldwide, providing a panoramic view of the state of curriculum studies globally. Its international scope and currency and range of research and theory reflect and contribute significantly to the ongoing internationalization of curriculum studies and its growth as a field worldwide. Changes in the Second Edition: Five new or updated introductory chapters pose transnational challenges to key questions curriculum research addresses locally. Countries absent in the First Edition are represented: Chile, Colombia, Cypress, Ethiopia, Germany, Iran, Luxembourg, Nigeria, Peru, Poland, Portugal, Singapore, South Africa, Spain, and Switzerland. 39 new or updated chapters on curriculum research in 34 countries highlight curriculum research that is not widely known in North America. This handbook is an indispensable resource for prospective and practicing teachers, for curriculum studies scholars, and for education students around the world.