Syllabus for EDL-530
CRITICAL ISSUES AND THEORIES IN CURRICULUM DESIGN AND EVALUATION, PRE-K–12
This course is designed to guide the student in the process of identifying and analyzing emerging and developing issues in curriculum design, development, implementation, and evaluation. Such issues may include academic standards, diversity, technology, testing and assessment, innovative programs, and state and federal legislation. Included are the identification of curriculum sources, how these sources influence trends, how these trends emerge and evolve, their impact on student achievement, and how professionals, particularly supervisors, curriculum developers, teacher-leaders, and teachers, can use these trends and issues to improve student learning. Students study both the positive and negative aspects of the issues and develop a responsible approach to critically assess the importance and significance of emergent and future issues in order to function as responsible professionals (ISLLC 2, 4, 6; NJDOE 2, 4, 6).
On successful completion of this course, you should be able to:
You will need the following materials to complete your coursework. Some course materials may be free, open source, or available from other providers. You can access free or open-source materials by clicking the links provided below or in the module details documents. To purchase course materials, please visit the University's textbook supplier.
As a capstone experience in the Educational Leadership program, you will prepare an electronic portfolio that demonstrates your incremental achievement of the program standards. Each course in the program helps you to identify artifacts to place in your portfolio on completion of the course. To this end, you are required to purchase an electronic portfolio registration code upon your entry into the Master of Arts in Educational Leadership program. Basic directions for purchasing access to and using your electronic portfolio are posted within the Educational Leadership Students Organization (online community).
Critical Issues and Theories in Curriculum Design and Evaluation, Pre-K–12 is a three-credit, graduate course, consisting of six modules. Modules include an overview, topics, learning objectives, assigned reading, and activities. Module titles are listed below.
Course objectives covered in this module: 1, 7, 8
Course objectives covered in this module: 2, 7, 8
Course objectives covered in this module: 3, 7, 8
Course objectives covered in this module: 4, 7, 8
Course objectives covered in this module: 5, 7, 8
Course objectives covered in this module: 6, 7, 8
In addition to module assignments, you are required to complete a final field-based project on key trends in curriculum. For information about the final project, see the discussion below or go to the Final Project area of the course Web site.
For your formal work in the course, you are required to participate in online discussion forums, complete writing assignments, and complete a final field-based project on key trends in curriculum. See below for more details.
Consult the Course Calendar for assignment due dates.
One or more of your course activities may utilize a tool designed to promote original work and evaluate your submissions for plagiarism. More information about this tool is available in this document.
Each module in the course has two or more online class discussion forums. All discussion forums take place asynchronously. Post your robust reflections on the assigned readings for each module and interact with your peers through discussion and dialogue to build a hospitable online learning community.
Online discussions provide an opportunity for you to interact with your classmates. During this aspect of the course, you respond to prompts that assist you in developing your ideas, you share those ideas with your classmates, and you comment on their posts. Discussion forum interactions promote development of a community of learners, critical thinking, and exploratory learning.
Please participate in online discussions as you would in constructive face-to-face discussions. You are expected to post well-reasoned and thoughtful reflections for each item, making reference, as appropriate, to your readings. You are also expected to reply to your classmates' posts in a respectful, professional, and courteous manner. You may, of course, post questions asking for clarification or further elucidation on a topic.
Most modules in the course include two writing assignments. The writing assignments require you to compose well-reasoned and thoughtful essays on case studies and on pro or con activities from the textbook. You are required to use APA format for your work and for all references.
The International Bureau of Education, UNESCO (www.ibe.unesco.org), has identified key trends in curriculum, indicating that curriculum design, development, and implementation have gone from one approach to a new approach. In your final project, you will select two of these trends and discuss how your district or school has adopted (or failed to adopt) the trend. Your discussion should include data from reliable sources (e.g., student demographics or test scores), some measure of action research (e.g., staff survey), and a critical analysis of the how well (or poorly) the trend(s) have been addressed or implemented.
The project is due on the last day of the semester (see the course Calendar). You are required to use APA format in organizing your paper and for any citations. For additional details, see the Final Project area of the course Web site.
The principal artifact for this course is the final project on key trends in curriculum and its associated artifacts. Accompanying the artifact is a reflective narrative that describes the process and how the artifact meets specific standards and prepares you for school leadership.
Upload your artifact to your electronic portfolio, and be certain to indicate its alignment to the applicable ISLLC standards.
Your grade in the course will be determined as follows:
All activities will receive a numerical grade of 0–100. You will receive a score of 0 for any work not submitted. Your final grade in the course will be a letter grade. Letter grade equivalents for numerical grades are as follows:
To receive credit for the course, you must earn a letter grade of C or higher on the weighted average of all assigned course work (e.g., assignments, discussion postings, projects, etc.). Graduate students must maintain a B average overall to remain in good academic standing.
To succeed in this course, take the following first steps:
Consider the following study tips for success:
To ensure success in all your academic endeavors and coursework at Thomas Edison State University, familiarize yourself with all administrative and academic policies including those related to academic integrity, course late submissions, course extensions, and grading policies.
For more, see:
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