Educational Theorists

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Social Studies

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Educational Theorists

Franklin BobbittBobbitt believed curriculum should outline important knowledge for ea. subject & develop activities, outlined >800 objectives with activities in How to Make a Curriculum by only using relevant, significant, accepted, and differentiated obj.

Educational Theorists

W.W. ChartersCharters took a scientific approach where he viewed curriculum as goals students must reach, wanted to develop objectives based on social consensus for applying analysis and verification to subjects and activities.

Dewey KilpatrickKilpatrick tried to merge the behaviorist psychology with progressive philosophy in what became known as the " Project Method"4 steps: purposing, planning, executing, judging for anything from classroom projects to school and community projectsBelieved children should give input into curriculum, they had to learn to " why" to make their own decisions, school is a community

Harold RuggRugg believed curriculum should be decided by educated professionals: teachers, administrators, test experts, and curriculum specialists from diff. fields; focused on social studies

Hollis CaswellCaswell believed curriculum should help teachers coordinate activities with subject matter and students' needs and interests; developed 7 steps for curriculum making to provide the proper scope and sequence of subject matter

Ralph TylerTyler developed basic questions that should be answered during planning that emphasizes the learner's needs, can be applied in various situations, and prioritizes objectivesHis Basic Principles of Curriculum and Instruction was widely influential and shows that any school or district can make goals and organize its means and resources to shape curriculum and instruction

John GoodladGoodlad believed that philosophy is the starting point in curriculum and helps determine goals, means, and ends but that it helped modify the school's goals and educational programsTeachers should work half-time and spend the rest of their time interpreting and modifying state goals and planning curriculum activities, and schools should benefit the individual and societyEducation is an inalienable rightDiscovered that curriculum prescribed in most schools is ineffective because it's irrelevant, goals and programs don't align, and students are treated as passive recipients

Source:Ornstein, A. C. & Hunkins, F. P. (2009). Curriculum: Foundations, principles, and issues (6th edition). Boston: Pearson.


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