Table of Contents

I. Curriculum: Design and Engineering

A. Goals and Values

1. Bases of Curriculum

2. Four Twentieth Century Theories of Education

B. Social Forces: Present and Future

1. Issues that will challenge education in the twenty-first century

2. Social Forces and the Individual

3. Levels of Social Forces

4. Concepts From the Social Sciences

5. Futures Planning

6. Criterion Questions – Social Forces

C. Human Development

1. Piaget's Model of Cognitive Development

2. Erikson’s Stages of Psychosocial Development

3. Kohlberg’s Stages of Moral Development

D. Learning and Learning Styles

1. Behavioral Learning Theories

2. Social Learning Theories

3. ALBERT BANDURA (1925 - present)

4. Observational Learning or Modeling

5. Cognitive Learning Theories

6. Gestalt-Field Views of Learning

7. Constructivist Learning Theories

8. Multiple Intelligences

9. Implementing Gardner’s Theory in the Classroom

E. The Nature of Knowledge

1. Perspectives on Knowledge

2. Critical Issue: Building on Prior Knowledge and Meaningful Student Contexts/Cultures

F. Curriculum Criteria

1. Student – Teacher Planning

2. Relevance

3. Higher Standards

4. THE NO CHILD LEFT BEHIND ACT OF 2001

5. NEW JERSEY CORE CURRICULUM CONTENT STANDARDS

G. Education for Children

1. Elementary – Level Programs

2. Early Childhood Programs

H. Education for Transescents and Early Adolescents

1. Major Transitions and Critical Turning Points

2. Curricular Goals for Transescents and Early Adolescents

3. Development of the Middle School

I. Education for Middle Adolescents

1. Developmental Challenges of Middle Adolescence

2. The Quest for Self Identity

3. Challenges to the American High School

4. Development of the Comprehensive High School

5. The Great Debate on High School Reform

6. Goals for the Education of Middle Adolescents

J. Education for Late Adolescents and Adults

1. Developmental Challenges of Late Adolescence and Adulthood

2. Higher Education Enrollments

3. Two-Year Colleges

4. Four-Year Colleges and Universities

5. Adult Education

6. Meeting the Needs of Nontraditional Learners

7. Senior Learners

K. The Question, on previous qualifying exams, has been. . .

L. Sample Curriculum Question 1

II. Organizational Structures and Processes

A.  Chapter One: The Power of Reframing

B.  Chapter Two: Simple Ideas, Complex Organizations

C.  Chapter Three: Getting Organized

D.  Chapter Four: Structure and Restructuring

E.  Chapter Five: Organizing Groups and Teams

F.  Chapter Six: People and Organizations

G.  Chapter Seven: Improving Human Resource Management

H.  Chapter Eight: Interpersonal and Group Dynamics

I.  Chapter Nine: Power, Conflict, and Coalitions

J.  Chapter Ten: The Manager as a Politician

K.  Chapter Eleven: Organizations as Political Arenas and Political Agents

L.  Chapter Twelve: Organizational Culture and Symbols

M.  Chapter Thirteen: Organization as Theater

N.  Chapter Fourteen: Organizational Culture in Action

O.  Chapter Fifteen: Integrating Frames for Effective Practice

P.  Chapter Sixteen: Refraining in Action: Opportunities and Perils

Q.  Chapter Seventeen: Reframing Leadership

R.  Organizational Frames

  1. Structural
  1. Human Resource
  1. Political
  1. Symbolic

S.  Sample Organizational Structures Question 1

T.  Sample Organizational Structures Question 2

III. Policy Analysis in Administration

A. Chapter One: Policy Analysis

B. Chapter Two: Models of Politics

C. Chapter Three: The Policy Making Process

D. Chapter Four: Criminal Justice

E. Chapter Five: Health and Welfare

F. Chapter Six: The Major Education Policy Actors

G. Chapter Fourteen: Homeland Security

H. Sample Policy Analysis Question 1

I. Sample Policy Analysis Question 2

IV. Research Design

A. Statement of the Problem

B. Review of the Literature

C. Data Collection

D. Methodology

E. Example

F. Exam Question Matrix

Statement of the Problem

Literature Review

Importance and Limitations

Sample

Data Collection

Methodology

Conclusions and Recommendations

G. Research Design Cohort Review

H. Research Qualifying Exam Sample Question

I. Qualifying Exam (11/5/04) Research Question

V. Statistical Methods

A. Correlation

B. T-tests

C. Statistical Methods Cohort Review

D. Qualifying Exam (11/5/04) Statistics Question

VI. Appendix I

A.  Curriculum and Planning: A Contemporary Approach

(A table of summaries of the articles presented in the text)

VII. Appendix II (Research)

A. Effectiveness of Programs for English Language Learners

B. Public and Private Schools’ Performance: Does Governance Matter?

C. The Effectiveness of Early-Intervention Tutoring Programs on Student Reading Achievement

D. The Effect of Teacher Pedagogical Beliefs on Student Achievement in Elementary Level Mathematics

E. Characteristics of High-Performing, High-Poverty Schools

F. Elementary Teachers' Use of Technology

G. Educator Use of Research to Improve Practice

H. The Effect of State Testing on Instruction in High-Poverty Elementary Schools

I. Reflections on Brown v. Board: The Long-Term Effect of Desegregated High Schools

VIII. Appendix III (Articles)

A. All the children left behind

B. No Child Left Behind Act

C. Leadership for Lasting Reform

D. Special Report / NCLB: Up Close and Personal

E. All About Accountability / Students' Attitudes Count

F. Special Report / The Perils of High School Exit Exams

G. Mapping the Road to Proficiency

H. Special Report / The Funding Gap

I. The Trouble with Takeovers

IX. Appendix IV (Bloom’s Taxonomy)

A. Major Categories in the Taxonomy of Educational Objectives (Bloom 1956)

1

Curriculum Design

Goals and Values

  1. The terms curriculum and curriculum planning also refer to the instruction and planning of instruction, which are essential elements of effective educational programs.
  1. Effective teachers are those who engage in the full spectrum of curriculum and instruction – from planning the what of the curriculum to planning the how of instruction.

Bases of Curriculum

  1. Social Forces - Curriculum must adapt to an ever-changing array of social forces and trends that guide society’s culture and way of life.
  1. Theories of Human Development – Enable curriculum planners to provide for age-related and individual differences among learners.
  1. The Nature of Learning – Curriculum planners are guided by theories that describe different kinds of learning and describe learning styles that individuals prefer to use when they process information. Learning theories provide guidance for curriculum planners to account for differences among learners.
  1. The Nature of Knowledge – What knowledge is of most worth? What to include and exclude is a difficult determination that must be made by all curriculum planners. How the knowledge should be organized and how the learner processes that information are also questions that need to be considered.

The goals of a curriculum plan provide the first guidelines for determining the learning experiences to be included in the curriculum.

While there is seldom total agreement on what the goals of a curriculum should be, it is useful to think of curriculum goals as five critical areas: citizenship, equal educational opportunity, vocation, self-realization and critical thinking.

Curriculum goals can be clustered into two broad areas, each of which should be considered in curriculum planning: goals that relate to society and its values and goals that relate to the individual learner and his or her needs, interests and abilities.

* Four philosophical positions that have had a major influence on curriculum planners and teachers over the past sixty years: perennialism, essentialism, progressivism and reconstructionism.

Four Twentieth Century Theories of Education

Major themes identified by George F. Kneller in chapter three of Introduction to the Philosophy of Education

Progressivism (John Dewey, William H. Kilpatrick, John Childs)

  1. Education should be life itself, not a preparation for living.
  1. Learning should be directly related to the interests of the child.
  1. Learning through problem solving should take precedence over the inculcating of subject matter.
  1. The teacher's role is not to direct but to advise.
  1. The school should encourage cooperation rather than competition.
  1. Only democracy permits - indeed encourages - the free interplay of ideas and personalities that is a necessary condition of true growth.

Perennialism (Robert Hutchins, Mortimer Adler)

  1. Despite differing environments, human nature remains the same everywhere; hence, education should be the same for everyone.
  1. Since rationality is man's highest attribute, he must use it to direct his instinctual nature in accordance with deliberately chosen ends.
  1. It is education's task to import knowledge of eternal truth.
  1. Education is not an imitation of life but a preparation for it.
  1. The student should be taught certain basic subjects that will acquaint him with the world's permanencies.
  1. Students should study the great works of literature, philosophy, history, and science in which men through the ages have revealed their greatest aspirations and achievements.

Essentialism (William Bagley, Herman Horne)

  1. Learning, of its very nature, involves hard work and often unwilling application.
  1. The initiative in education should lie with the teacher rather than with the pupil.
  2. The heart of the educational process is the assimilation of prescribed subject matter.
  1. The school should retain traditional methods of mental discipline.

Reconstructionism (George Counts, Theodore Brameld)

  1. Education must commit itself here and now to the creation of a new social order that will fulfill the basic values of our culture and at the same time harmonize with the underlying social and economic forces of the modern world.
  1. The new society must be a genuine democracy, whose major institutions and resources are controlled by the people themselves.
  1. The child, the school, and education itself are conditioned inexorably by social and cultural forces.
  1. The teacher must convince his pupils of the validity and urgency of the reconstructionist solution, but he must do so with scrupulous regard for democratic procedures.
  1. The means and ends of education must be completely re-fashioned to meet the demands of the present cultural crisis and to accord with the findings of the behavioral sciences.

http://people.morehead-st.edu/fs/w.willis/fourtheories.html

Social Forces: Present and Future

Education is shaped by current and future economic, political, social, demographic and technological forces and reflects the goals and values of society.

Social environments are dynamic and ever changing. Therefore a critical dimension of curriculum planning is continual reconsideration of present social forces and future trends.

Issues that will challenge education in the twenty-first century

1.  Increasing Ethnic and Cultural Diversity – Different ethnic cultures are retaining their cultural identity rather than melting together into one national identity. American educators must address this cultural pluralism in our schools.

2.  The Environment – Problems such as over-population, pollution, depletion of the ozone layer, and the possibility of other ecological disasters should be addressed by curricula at all levels.

3.  Changing Values and Morality – In our modern world of rapidly changing values, many believe that curricula should address values and moral reasoning.

4.  Family – The percentage of single-parent families has increased steadily to the point where they now make up a substantial percentage of all families in America and families in general are becoming less close knit and more geographically spread out.

5.  Microelectronics Revolution – Education has long been hard pressed to keep up with the pace of technological advancement. To do so, institutions will have to become more technologically rich and teachers more technologically savvy.

6.  Changing World of Work – Technological advancement also brings about rapid change to job descriptions and educators must instill the ability to adapt to these changes through self-directed learning.

7.  Equal Rights – Despite advancement in the areas of racial and gender equality, many feel that education promulgates the spread of inequality by providing qualitatively different curricular and instructional experiences to students of varying socioeconomic backgrounds.

8.  Crime and Violence – Everywhere we look today, we see evidence of an increase in violence, criminal behavior, and terrorism throughout the world. In our schools today, crime is an ever-present phenomenon. Vandalism, armed robbery, burglary, aggravated assault and rape are examples of some of the crimes being committed in our schools every day.

9.  Lack of Purpose and Meaning – Changes in society, technology, and economic opportunity deprive many of a sense of purpose and lead to feelings of hopelessness. This may damage individuals either immediately or at some point in the future and needs to be addressed by educators who must reestablish a path for students to follow.

10.  Global Interdependence – The rise of global interdependence gives rise for the need students to understand the nature of that interdependence and be sensitive to the differences between individuals from other nations.

Social Forces and the Individual

  1. An individual’s identity is determined by their occupation
  1. Modern society requires citizens who are capable of dealing with the current issues of government.
  1. Each person faces the challenge of achieving self-fulfillment and self-development.

Levels of Social Forces

  1. National and international level where the preceding ten trends should be identified and utilized in planning.
  1. Local community includes family and class structure, ethnic, racial, and religious backgrounds.
  1. Culture of the educational setting or the social forces that determine the quality of life at a school.

Concepts From the Social Sciences

1.  Humanity – As the interdependence between nations grows, curriculum planners need to consider the social forces that affect humanity as a whole instead of one or two nations.

2.  Culture – The way of life common to a group of people. It consists of their values, attitudes, and beliefs that influence their behavior.

3.  Enculturation or Socialization – Learning the ways or beliefs of the culture in which we were born or reside.

4.  Subculture – A smaller subdivision of a larger cultural group who share common traits

5.  Cultural Pluralism – The commingling of different social or ethnic backgrounds into a single larger culture where each still maintains the separate characteristics of the original culture.

Futures Planning

  1. The process of conceptualizing the future as a set of possibilities and then taking steps to create the future we want.
  1. Projecting current social forces into the future with the hope of creating ways to meet the challenges associated with those forces.
  1. One of the responsibilities of curriculum planners is to not only helping students cope with the present, but also to assist them in shaping their own futures through adequate preparation.

Criterion Questions – Social Forces

Providing for the individual differences between learners, the teaching of values, the development of self-understanding and the development of problem-solving skills are four important curriculum-planning criteria that illustrate how social forces influence the curriculum.