Objectives:

After studying this course the participant will be able to:

• Comprehend a body of knowledge related to past and present curriculum Development theory and practice.
• Comprehend conceptual models of curriculum development.
• Comprehend trends and issues on school program effectiveness.
• Conduct a study of or develop a curriculum.
• Demonstrate skills necessary to plan curricula:

a. Assess needs

b. Write objectives

c. Conduct a task analysis

e. Identify and interpret valid measures of performance

g. Perform formative and summative evaluation

h. Appraise the curriculum

OUTLINE

Unit 1:  Introduction to Curriculum

1. Overview of definitions, field, types, approaches and foundations of Curriculum
2. Revision of Curriculum Theories
3. Overview of models, process, principles and designs of curriculum development
4. Revising implementation and evaluation of curriculum
5. Curriculum development in Pakistan (Current Practices)

Unit 2:  Portrayal: The curriculum field

1. Curriculum as field of study
   1. Images of curriculum
   2. Curriculum as related sub-division of education
   3. Domains within curriculum studies
   4. Resources for curriculum knowledge
2. Curriculum and Instruction; instructional innovations
3. Five basic Orientations to the curriculum
   1. Development of cognitive processes
   2. Academic rationalism
   3. Personal relevance
   4. Social adaptation and social reconstruction
   5. Curriculum as Technology

Unit 3:  Curriculum Studies and the Traditions of Inquiry

1. The Scientific method
2. The humanistic tradition
3. Philosophical ideas in education;
   1. Idealism, realism, perennialism, essentialism, pragmatism, progressivism, social deconstructionism, existentialism, clash of civilization, Philosophical analysis.
4. Philosophy the realms of assumption:
   1. A model of theory and practice;
   2. Schools of philosophical thoughts; positivism, phenomenology, critical theory and feminism.

Unit 4: Educational Theories

1. Curriculum theory;
   1. Nature and definition of theory; functions of theory and theory building
   2. Explanatory and practical theories, educational & philosophy theories and psychology & sociology theories
2. Descriptive and prescriptive theories, critical and personal theories.
3. Empirical theory,Language analysis and theory
4. Phenomenological alternatives
5. Justifying an educational theory
6. Scientific theory and curriculum theory
7. Intellectual and traditionalist, social behaviorist, experientialist
8. Theories of curriculum legitimization; process theories, structural theories, theories of curriculum implementation

• The domains of curriculum studies
• Towards improved curriculum theory

Unit 5:  Models of Curriculum Development

1. Curriculum models;  conceptual models of curriculum
2. A schema for curriculum

5.2.1 Dynamics of curriculum and instruction system: Johson’s Model, The Tylor, Model, The Taba Model, The Saylor, Alexander and Lewis Model and Olivia Model

1. Critical analysis of Models and Eclectic Model
2. Models of curriculum – Instruction relationship

Unit 6:  Modern Trends and Issues in Curriculum Development

Unit 7:  Curriculum Development in Pakistan: Trends and critique

1. Curriculum development after establishment of Pakistan
2. Curriculum development in 1960s (Ayyub Khan Era)
3. Curriculum development after Dhaka Fall (Bhutto Era)
4. Curriculum development & Islamization of Knowledge (Zia-ul-Haq Era)
5. Curriculum development & Modern enlightenment (Mushraf Era)
6. Curriculum development after 18th amendment (Recent Practices)

Books Recommended

Al-Faruqi (1982).Islamization of Knowledge: General Principles and Work Plan. Herndon:  International Institute of Islamic Thoughts.

Bernstein, R. J. (1980). The Restructuring of Social and Political Theory. U.S.A. University of Pennsylvania Press

Glatthorn, A. A., Boschee, F.,& Whitehead, B. M.(2011). Curriculum Leadership (Development and Implementation).Sage Publications. http://www.uk.sagepub.com

Goodson, I. (2002).School Subjects and Curriculum Change Studies in Curriculum History.The Falmer Press, Taylor & Francis Inc.

Harrison, J. M., Blakemore, C. L., & Buck, M. M. (2001). Basic principles of curriculum design. In Harrison et al., Instructional strategies for secondary school physical education (5th ed.) Boston: McGraw-Hill.

Henrie, M. C. (2000). A student’s guide to the core curriculum I S I Books Wilmington, Delaware

Kattington, L. E. (2010).  Handbook of curriculum development.New York: Nova Science Publishers, Inc.

Kumari, S.(2005). Curriculum and Instruction.Charoka Books.www.charoka.com

Nichols, Beverly, N. (2006). Managing curriculum and assessment: a practitioner's guide. Ohio: Linworth Publishing, Inc.

Olivia, P. E. (1997). Developing the Curriculum. New York: Logman

Ornstein, A. C., & Levine, D. U.An Introduction to the Foundation of Education. (3rded.). Boston: Houghton Mifflin Company.

Slattery, P. (2006).Curriculum development in the postmodern era.Taylor & Francis Group.http://www.taylorandfrancis.com

Taba, T. (1962). Curriculum Development : Theory and practice. Harcourt, Brace & World

Thobani, S. (2010).Islam in the School Curriculum.New York: Continuum International Publishing Group. www.continuumbooks.com

Siddiqi, M. N. (2007). Islamization of Knowledge: Reflections  on Priorities. The American Journal of Islamic Social Sciences volume 28, issue 3

Schubert. W. H. (n.d.). curriculum, Perspective, Paradigm and Possibilities. New York: Macmillan Publishers Co.