Course Syllabus - Spring 2000
Tuesday 4:30-7:30, Poucher 205
Dr. John Shindler
Office: 118 Poucher
Phone: 341-2646
E-mail: shindler@oswego.edu

COURSE DESCRIPTION:
 This course is designed to be an overview of the general domain of curriculum and the curriculum development process.  It will progress through three phases of focus, theoretical foundations, the curriculum process within schools, and applications to practice.  The methodology of the course will include discussions of readings, in class exercises and projects, group presentations, out of class observations, a curriculum development project, and an exam.  Upon completion of the course, students should have a keen insight into the ideas and mechanisms that influence both large and small scale curriculum development efforts.
 

COURSE OBJECTIVES: As a result of this class, students will be able to:
1. Describe many relevant theories that influence curriculum thought.
2. Identify characteristics and factors within the curriculum implementation process.
3. Understand the nature of teachers as players within the development process.
4. Be familiar with state and federal guidelines.
5. Recognize organizational factors that influence schools change.
6. Apply theories and procedures from the course to a potential learning context.
7. Examine school change efforts and determine their level of health and efficacy.
8. Be an expert in an area of the current school curriculum debate.
9. Make an in-depth investigation into an area of curriculum improvement.
 

REQUIRED TEXTS AND READING:
Fullan (1993) Change Forces: Probing the Depths of Educational Reform.
Falmer Press.
EDU 555 Reading Packet (available in the bookstore)
Other required readings will be provided in class.
ALSO: You are encouraged to supplement this reading with readings from sources that enhance the course and provide an alternative perspective to the subject.

 EVALUATION:
Assignments will be assessed and then given points according to how well they met the requirements outlined in the in-class and written guidelines provided.  Point values are assigned to each assignment and rubrics are provided (see assignments section).  End of semester grades will be awarded on the following percentage basis.
 100-95 A
94 - 91 A-
90 - 87 B+
86 - 83 B
82 - 80 B-
79 - 77 C+
76 - 73 C
72 - 70 C-
69 - 60 D
59 ->    F

Schedule

Date	Topics	Readings & Assignments
1/26	Introduction	Learning Styles packet
2/2	No Class Meeting Work on Group Presentations
2/9	Part I – Background and Context Examining the Schools of Thought	Ornstein and Hunkins reading Ayers & Shubert reading
2/16	How we got here- Present Curriculum Climate Group Presentations	Dewey’s Pedagogic Creed Fullan ch.1
2/23	Examine State Standards and Goals 2000 Critical Theory Group Presentations	Bring Materials from State, District of your school re: Standards Hass pp. 34-40 (National Goals) Apple reading Friere reading
3/2	Part II – Processes and Development Teachers in the Curriculum Process Group Presentations	Fullan ch’s 2&3 Presentation Abstracts Due
3/9	Examining Systems of Implementation Needs assessment	Wiles & Bondi reading Handouts
3/16	Implementation Bring an outline of your implementation topic	Glickman ch’s 2&3 Hunkins (in Hass) pp. 329-332
3/23	Decision Making Processes Teachers in School Change	Shindler (1996)- Decision Making...
3/30  .	Spring Break – No Class
4/6	Schools as Organizations Peer review of Projects Review for Mid-term	Fullan ch.4 and 5
4/13	4/13 Midterm Exam
4/20	Part III – Applications Effects of Change on the School as a System. Project Presentations (if necessary)	Glickman ch.9
4/27	Action Research and/or Assessment Trends Project Presentations	Handouts

5/4                                                 Examining Local Reform        Local District Policy Documents
                                                        Project Presentations
 

5/11                                                 Final Exam Period
                                                    Project Presentations
                                                                                                                 Final Papers Due
 

ASSIGNMENTS:
Examples of Abstracts
Topic/Issue Paper and Group Presentation (30 points)
 Working in groups of around three, select a topic from the list below and develop a 15 minute presentation for the purpose of educating the rest of the class about this subject-matter.  In addition, as a group (and although this is difficult, everyone needs to contribute) develop a one page (single-spaced, 10 pt. font) abstract of your presentation.  This will likely need to be in addition to any handouts that you use as visual aides for your presentation.  In your abstract, tell us as much as possible about you topic as you can fit on one page.  Think in terms of boiling your information into an “all you need to know about ___” snapshot.
 In the presentation, attempt to communicate to the class 1) what your topic is about, 2) why it is a significant area, and 3) if appropriate, take a position and argue a case for what you think should happen in this area.  Try to include this information in your abstract as well.  Your presentation/paper should be informed by at least three (3) sources.

 School Choice and Vouchers
Multicultural Issues and C&I
Learning Disabilities and C&I
Values in Education
Technology in the Curriculum
Distance Learning
Home Schooling
School Boards & Superintendents
Thinking Skills and C&I
At-risk Students and C&I
Career Pathways and Transitions
Changing Demographics
Inclusion and its implications
** Or select your own (but do get instructor authorization)

Curriculum Project and Presentation (40 points)
 You may work alone or in pairs for this assignment.  For this project you are asked to conceive a hypothetical curriculum change effort.  You may choose later to use this work to inform an actual effort or thesis project, but for this exercise you need not have a venue for application.  Begin by selecting an area of interest.  It may help to ask yourself the question, “if I could change one thing about the curriculum at my school (or a school that I have seen recently), I would change the way we/they. . .”   Since this is hypothetical, it is all right to be ambitious.
 If your area is very general, you may need to narrow your attention to a more tangible change outcome (e.g., instead of attacking the broad topic of improving the use of technology in the building, one might outline the implementation of a peer technology training system).  But any curriculum improvement that you desire, and whose results could hypothetically be measured is fine.   You may want to begin by surveying research in an area and then develop an idea based on your findings, or you may want to begin with an idea and then find research to support it.
 As we have discovered from the educational change literature, the process of implementation involves many factors and is very much dependent on the situation and what you are trying to accomplish.  But when formalizing your idea into a document the following sections should be addressed:

Introduction:

• What is your topic about?
• What is the problem that you are trying to solve?
• What outcome would be your ideal
• Why is this area significant to us or to you?

• Survey a bit of contextual literature framing the topic
• Survey studies or implementations that are predecessors of yours
• Survey articles that address the key issues related to your topic/problem

Set your goals: envision an approximate end result:

• How would you define a “good” outcome?
• Is the process the primary focus, or is there a clear product?
• In what ways do you want your school to grow?

Determination of the need (within the school context):

• How are you going to determine if this is a needed change or program?
• How are you going to help promote the awareness of the need (or sense of urgency)?
• Examine the climate- what needs to change to make this happen?

Implementation plan/ Discussion of the factors in the process:

• What needs to happen for the proposed change to come about?
• What resources need to be obtained?
• Who needs to be involved?
• What stages do you see inherent in this process?
• How long would a change like this take?

Assessment

• How will you know that you have achieved something?
• What should have measurably changed and how will you obtain that data?

Perpetuation: What mechanisms need to be in place to promote the on-going life of the project?

DON’T PUT THIS OFF !!!  – Choose a topic early.
 

Presentation Guidelines and Assessment
Project presentations should be concise (about 12-15 minutes) but should include as much of the following as permissible.
? Purpose of the study/project
? Problem statement
? Need determination/communication procedure
? Context of study or project
? Implementation procedure
? Resources (i.e., human, material, time)
? Plan
? Timeline
? Interaction with the context (i.e., power, culture, knowledge, etc.)
? Assessment of efficacy

Projects or Studies will be worth a total of 40 points- 25 for the paper and 15 for the presentation.

EXAM:
The course includes one 30 point midterm exam.  This exam is intended as a synthesis of parts I and II of the course.  It will likely be in the form of essay/performance assessment tasks. Details and a review period will be provided.

ATTENDANCE POLICY
In this course, there is no substitute for student attendance.  Because so much is based on our collective learning, you need to be here. As a result, attendance will be kept, and two (2) absences during the semester will result in the lowering of one’s grade.  Also, it is important and courteous to be on time to class.  Because of this, two (2) tardies will count as one (1) absence.

 A FINAL NOTE:  “Don’t be shy!”
When in doubt come to my office P118, or give me a call (341-2646 office), and lets talk about it.  Please do not guess if you are not clear about what you think I want, or what you are doing, or are just curious what I think. I always want to know your thoughts, feelings, and feedback, positive or negative.
 
 

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