EDCI 5020 Explanation of Curriculum Development Project
You should recognize the following from the initial thoughts I wrote for Checkpoint 1:
One might argue that few things more fundamentally influence the course of education in America than what arises from curriculum development. One might argue as well that few things more fundamentally influence the success, or lack thereof, of our nation in regard to its economic, political, and social well-being.
Am I overstating things? Perhaps, yes. Perhaps, no. The reading you are asked to do during this part of your project, among other things, is meant to have you think about just how significant the concept/process/idea of curriculum development is. What do we teach in America? Why do we teach those things?
What should we actually teach? Why is it crucial that students learn those things? Are those not questions the answers to which determine our destiny, the fate of our children’s children, and so on? Overstatement? Perhaps, yes. Perhaps, no.
That is the backdrop for our exploration of curriculum development. One of the things I have noticed as a pretty common thing while I have been reading your work in this class is how many of you have expressed a belief in the significance of having a curriculum that covers things like economic literacy, vocational education or career and technical education, school-to-work practices, etc.
For the purpose of our discussion, and in the setting of Louisiana, we will consider this career and technical education (CTE). I cannot say that I am surprised about this apparent theme. After all, curriculum has been designed to prepare students for life after school. Curriculum is developed when it is perceived that what is currently being taught in the schools is not preparing students for success.
I think that is apparent in the education crises you have read about in the history of curriculum development in the United States. In The Saber-Tooth Curriculum, there are many examples of the author criticizing outdated curriculum that does not fulfill this worthwhile purpose. He talks about, among other things, how so many things are taught only because they have been traditionally taught and held in high esteem, regardless of their actual value to society.
As a result of your inclusion of this idea of CTE, our Checkpoint 2 will focus on the idea of how well our schools’ curricula prepare students for success in the workplace.
This response is a state-wide push for CTE in high-demand, high-paying jobs in Louisiana. The goal is to better prepare our students to meet workforce needs, not only with the technical skills to be successful, but also the “soft skills” needed to be successful in the workplace. Here are the things to read through with the aforementioned context in mind:
I know that if you studied other states, you would see similar responses. It might be a good idea to also see what other countries are doing and thinking in regard to CTE and preparing students well for the workforce. Of course, feel free to read the entire article, but I am listing several things that I think are important here for you to think about as you read.
Based on your readings in The Saber-Tooth Curriculum, what you have found out about the Jump Start initiative, the article entitled, Pre-Vocational Education in Seven European Countries: A Comparison of Curricular Embedding and Implementation in Schools , and one more source of information, respond to the following:
Rubric for Checkpoint 2
|Expository Paper||Total Points for Section||Content|
|100||80-100||Accounts for all aspects required in the paper (four interesting, thought-provoking questions, why they are important and intriguing, the answers to those questions, with thoughts justified). References are made to at least four sources of information in APA format. Knowledge of the subject matter is comprehensive, in-depth and ranges over at least four specified sources of information.
Understanding is demonstrated through an outstanding ability to grasp concepts and relate theory to practice. Writing skills include excellent mechanics, sentence structure, and organization. Application/analysis is demonstrated by grasping the inner relationship of concepts and excellent use of all specified supporting material.
|60-79||Accounts for most aspects required in the paper (four interesting, thought-provoking questions, why they are important and intriguing, the answers to those questions, with thoughts justified). References are made to less than four sources of information or there are issues with APA format. Knowledge of the subject matter is up to date and relevant.
Understanding is demonstrated through a high level of ability to conceptualize essential ideas and relate theory to practice. Writing skills include significant mechanics, structure, and organization. Application/analysis is demonstrated by the ability to analyze and synthesize, independent analysis, and good use of specified supporting material.
|0-59||Accounts for some aspects required in the paper (four interesting, thought-provoking questions, why they are important and intriguing, the answers to those questions, with thoughts justified). References are made to some of the required sources of information and include APA formatting issues.
Knowledge of the subject matter is relevant but not comprehensive. Understanding is demonstrated by some ability to conceptualize essential ideas and relate theory to practice. Writing skills include grammatical lapses and emotional responses are used in lieu of relevant points. Application/analysis is demonstrated through informed commentary with some evidence of genuine analysis and some use of specified supporting material.