All Roads Lead to Curriculum Inclusive of Social Justice and Democracy

2014 ◽  
pp. 35-54 ◽  
Author(s):  
Victor X. Wang ◽  
Marianne Robin Russo ◽  
Valerie C. Bryan
Keyword(s):  
Social Justice ◽  
Curriculum Development ◽  
Curriculum Implementation ◽  
Relevant Information ◽  
Curriculum Theory ◽  
Curriculum History ◽  
Knowledge And Skills ◽  
History Curriculum ◽  
Development Processes ◽  
Critical Components

Developing curricula requires instructors to take into account several factors. These factors can be viewed as critical components of curriculum development for education instructors. Without adequately addressing critical components such as curriculum history, curriculum theory, curriculum philosophies, curriculum processes, curriculum implementation, and evaluation, education instructors will fail to develop sound/meaningful curriculum(s). This chapter sheds light on relevant information from curriculum on its history, theory, philosophies of development, processes, implementation, and evaluation. The value of such as review is to assist those individuals seeking a teaching credential in education to have confidence to blend curriculum development with their prior occupational knowledge and skills. The chapter also examines caveats and dangers when social and political constructs are overlaid in comportments.

All Roads Lead to Curriculum Inclusive of Social Justice and Democracy

2016 ◽  
pp. 2034-2055
Author(s):  
Victor X. Wang ◽  
Marianne Robin Russo ◽  
Valerie C. Bryan
Keyword(s):  
Social Justice ◽  
Curriculum Development ◽  
Curriculum Implementation ◽  
Relevant Information ◽  
Curriculum Theory ◽  
Curriculum History ◽  
Knowledge And Skills ◽  
History Curriculum ◽  
Development Processes ◽  
Critical Components

Developing curricula requires instructors to take into account several factors. These factors can be viewed as critical components of curriculum development for education instructors. Without adequately addressing critical components such as curriculum history, curriculum theory, curriculum philosophies, curriculum processes, curriculum implementation, and evaluation, education instructors will fail to develop sound/meaningful curriculum(s). This chapter sheds light on relevant information from curriculum on its history, theory, philosophies of development, processes, implementation, and evaluation. The value of such as review is to assist those individuals seeking a teaching credential in education to have confidence to blend curriculum development with their prior occupational knowledge and skills. The chapter also examines caveats and dangers when social and political constructs are overlaid in comportments.

Critical Components of Curriculum Development for Career and Technical Education Instructors in the United States

2012 ◽  
pp. 73-85
Author(s):  
Victor X. Wang
Keyword(s):  
United States ◽  
Curriculum Development ◽  
Career And Technical Education ◽  
Technical Education ◽  
The United States ◽  
Curriculum History ◽  
Career And Technical ◽  
History Curriculum ◽  
Critical Components ◽  
Centralization And Decentralization

Developing curriculum(s) requires instructors to take into several factors. These factors can be viewed as critical components of curriculum development for career and technical education (CTE) instructors. Without adequately addressing critical components such as curriculum history, curriculum theory, curriculum philosophies, curriculum processes, curriculum implementation and evaluation, CTE instructors will fail to develop sound/meaningful curriculum(s). This article attempts to discuss those critical components in order to help instructors in the field. As curriculum development in the United States is characterized by both centralization and decentralization, it is essential that CTE instructors should be equipped with necessary skills, knowledge and attitudes to develop practical curriculum(s) that they can use to benefit their own teaching.

Fundamentals in Program Development

2018 ◽  
pp. 24-48
Author(s):  
Victor X. Wang ◽  
Uta M. Stelson
Keyword(s):  
High School ◽  
Sex Education ◽  
Program Development ◽  
Relevant Information ◽  
School Level ◽  
High School Level ◽  
History Curriculum ◽  
Development Processes ◽  
Critical Components ◽  
Shed Light

In recent years, politics have become more and more intertwined with education, often leading to non-academic curriculum control. This is most apparent than in the fields of high school education in subject matters such as science, sex education, and racial studies, but is not limited to these subjects nor limited to the high school level of education. Furthermore, this influence-seeking is not just limited to politics and politicians, but can also be found in the form of money and donors seeking to influence specific curricula or programs. This form of influence-seeking threatens the entire nation's intellectual freedom as it can happen entirely outside of the democratic process. Developing programs requires instructors to take several factors into consideration, and politics should not be one of them. These factors can be viewed as critical components of program development for education instructors. Without adequately addressing critical components such as program history, curriculum theory, curriculum philosophies, curriculum processes, as well as program and curriculum implementation and evaluation, education instructors will fail to develop sound/meaningful programs. This chapter will shed light on relevant information about program and curriculum development on its history, theory, philosophies of development, processes, implementation, and evaluation. The value of such as review is to assist those individuals seeking a teaching credential in education to have confidence to blend program development with their prior occupational knowledge and skills. The chapter will also examine caveats and dangers when social and political constructs are overlaid in comportments.

Critical Components of Curriculum Development for Career and Technical Education Instructors in the United States

2010 ◽  
Vol 1 (1) ◽  
pp. 72-89 ◽  
Author(s):  
Victor X. Wang
Keyword(s):  
United States ◽  
Curriculum Development ◽  
Career And Technical Education ◽  
Technical Education ◽  
The United States ◽  
Curriculum Theory ◽  
Career And Technical ◽  
History Curriculum ◽  
Critical Components ◽  
Centralization And Decentralization

Developing curriculum(s) requires instructors to take into several factors. These factors can be viewed as critical components of curriculum development for career and technical education (CTE) instructors. Without adequately addressing critical components such as curriculum history, curriculum theory, curriculum philosophies, curriculum processes, curriculum implementation and evaluation, CTE instructors will fail to develop sound/ meaningful curriculum(s). This article attempts to discuss those critical components in order to help instructors in the field. As curriculum development in the United States is characterized by both centralization and decentralization, it is essential that CTE instructors should be equipped with necessary skills, knowledge and attitudes to develop practical curriculum(s) that they can use to benefit their own teaching.

scholarly journals Social Justice Across The English Curriculum In Indonesian Secondary Schools

2020 ◽  
Vol 2 (1) ◽  
pp. 28-35
Author(s):  
Sugiono Sugiono
Keyword(s):  
Social Justice ◽  
Secondary Schools ◽  
Curriculum Development ◽  
Relevant Literature ◽  
Knowledge And Skills ◽  
English Curriculum ◽  
Classroom Activities ◽  
School Based ◽  
Curriculum Framework ◽  
Teachers And Students

Social justice across curriculum is believed to entail changes in society, and thus the integration of social justice into curriculum comes to be crucial. Socially just curriculum deals with the principles of inclusive practices at schools, access to important knowledge and skills to all students, and the empowerment of students to act for socially just change. The purpose of this study was to investigate the extent to which the English curriculum in Indonesian secondary schools, year 10, is socially just.  This study focused on documentary research, analysing the collected documents – the curriculum framework and school-based curriculum development – from the lens of socially just curriculum indicators. These indicators were constructed based on the state ideology, Pancasila (Five Principles) and prominent scholars’ viewpoints of social justice covered in relevant literature.  The results showed that most of all, those documents reflected the indicators for socially just curriculum. Nevertheless, to make a judgment as to whether the English curriculum is socially just is not a simple matter, since further research, which promotes talks with teachers and students, observation of classroom activities, analysis of methods of assessment, student textbooks, workbooks, and other resources, would be necessary to be done.

TAHAPAN-TAHAPAN DALAM MANAJEMEN KURIKULUM PADA LEMBAGA PENDIDIKAN ISLAM

Edupedia ◽  
2018 ◽  
Vol 2 (2) ◽  
pp. 63-71
Author(s):  
Arfandi Arfandi ◽  
Munif Shaleh
Keyword(s):  
Curriculum Development ◽  
Curriculum Implementation ◽  
Curriculum Evaluation ◽  
Management Science ◽  
Curriculum Planning ◽  
Islamic Education ◽  
Curriculum Management ◽  
Education Curriculum ◽  
Science Approach ◽  
Three Stages

The preparation and development of the curriculum can not be done recklessly. In Islam, education has the characteristics different from education in general, for example Islamic education emphasizes akhlak, combines science and charity, and so forth. T management science approach is required in the preparation or development of the curriculum, so that the Islamic education curriculum development reflects the characteristics of the school. There are three stages in curriculum development: curriculum planning, curriculum implementation, and curriculum evaluation. This paper contains an explanation of these three stages in relation to the principles, fundamentals and approaches in curriculum development. The concept of management is integrated with the concept of curriculum development in an integral way, so the two concepts become a single concept of curriculum management in Islamic education.

scholarly journals Sustaining Suburbia through New Urbanism: Toward Growing, Green, and Just Suburbs?

2018 ◽  
Vol 3 (4) ◽  
pp. 50-60 ◽  
Author(s):  
Dan Trudeau
Keyword(s):  
Sustainable Development ◽  
Social Justice ◽  
New Urbanism ◽  
Case Study Research ◽  
Relative Power ◽  
Study Research ◽  
Suburban Sprawl ◽  
Development Processes ◽  
Original Case

This article examines the governance dynamics surrounding the development of sustainable neighborhoods in United States metropolitan contexts characterized as suburban sprawl. Drawing on original case study research of three distinct applications of New Urbanism design principles, the article argues for understanding the relative power of municipal authorities to incorporate social justice imperatives into the practice of sustainable development in suburban contexts. Moreover, key to prioritizing social imperatives is the way in which development processes respond to the “suburban ideal”, which is a view of suburbs as an exclusive bourgeois utopia that constrains the ability to connect so-called sustainable development with social justice. Case study research shows how deference to the suburban ideal limits sustainable development to embracing growth and greening interests only and peripheralizing or denying social justice. The article discusses how sustainable development endeavors can address such constraints in the effort to create alternatives to suburban sprawl that integrate the pursuit of social justice with environmental protection and economic growth.

Online Mentoring in Education

2011 ◽  
pp. 686-691
Author(s):  
Taralynn Hartsell
Keyword(s):  
Teaching And Learning ◽  
Codes Of Conduct ◽  
Relevant Information ◽  
Online Mentoring ◽  
Older Students ◽  
Knowledge And Skills ◽  
Education Professionals ◽  
Online Tools ◽  
Mentoring In Education

Mentorship between new and experienced education professionals is a laborious task. Senior educators assume the responsibility of teaching rules, codes of conduct, relevant information, content knowledge and skills, and so forth to newer colleagues as a way to help them transition into the new role of an educator. This form of mentorship can also exist between professionals and students who are learning about their fields of study. Finally, older students can mentor younger students to help them progress academically, personally, physically, and psychologically. Hence, mentoring is one of the more effective processes for supporting and improving professional development in education (McCampbell, 2002). Because mentorship can be arduous in terms of time and commitment, other mentoring alternatives are available such as using online communications. This overview discusses the importance of using online modes of communication as a form of mentorship between educators and students. When distance and time are factors impeding effective mentorship, online tools can help improve the teaching and learning processes.

Using the Characteristics of Current and Subsequent Least Restrictive Environments in the Development of Curricular Content for Severely Handicapped Students

AAESPH Review ◽  
1979 ◽  
Vol 4 (4) ◽  
pp. 407-424 ◽  
Author(s):  
Lou Brown ◽  
Mary Beth Branston-McClean ◽  
Diane Baumgart ◽  
Lisbeth Vincent ◽  
Mary Falvey ◽  
...  
Keyword(s):  
Curriculum Development ◽  
Curricular Content ◽  
Critical Issues ◽  
Severely Handicapped ◽  
Age Appropriate ◽  
Development Processes

This paper is designed to address several critical issues that pertain to the development of longitudinal curricular content for use with severely handicapped students. More specifically, to emphasize: (a) the importance of the principle of partial participation; (b) the need to create a wide variety of adaptations that might allow severely handicapped students at least to participate in many environments and activities from which they have been excluded; and (c) a rationale for using current and subsequent environment orientations and ecological inventory strategies in curriculum development processes. In addition, the authors present a cursory example of how ecological inventory strategies and current and subsequent environment orientations might be combined to generate chrononogical age appropriate curricular content.

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