2: Forces Influencing Curriculum

McNeil, John D.

doi:10.3102/00346543039003293

Cited by 7 publications

(1 citation statement)

References 34 publications

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“…The Commonwealth of Learning, 2000, p. 17). McNeil (1969) noted that the study of curriculum does not only involve describing particular courses and/or specific course content, but it also involves helping educators achieve knowledge…”

Section: Introductionmentioning

confidence: 99%

A comprehensive overview on the fundamentals of curriculum development: understanding key interrelated theoretical aspects

Ortega-Auquilla¹,

Fajardo-Pacheco²,

Cabrera-Vintimilla³

et al. 2019

bol.redipe

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Learning about curriculum in general and the essentials of curriculum development may facilitate teachers and future curriculum workers make informed decisions and take part in the field of school curriculum more meaningfully. Thus it is paramount to examine the educational philosophies; the social and educational forces that impact the curriculum; models, process and the major stages of curriculum development; and its levels of control. Through analyzing and better understanding the aforementioned topics readers will be likely to have a more complete picture of what curriculum development entails. Therefore, this paper may be regarded as a contribution for (novice) educators’ future work in the field of curriculum design, as well as it may be seen as an informative piece of work for those who are interested in taking leadership in this field by becoming curriculum specialistis. In the end, the information of this paper makes us reflect on the notion that curriculum making is not confined to school administrators and specialists only, but especially to teachers who are involved in curricular activities on daily basis, such as planning lessons, selecting materials for classroom use, utilizing a variety of teaching methodologies, and creating assessment practices.

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Section: Introductionmentioning

confidence: 99%