EDUC 507

KATHMANDU UNIVERSITY
School of Education
M. Ed Program
Spring Semester (February 2010 to July 2010)
Instructional Plan
Instructor: Mr. Tulashi P Thapaliya
Monday, 16:30 to 19:30
Room 103
EDUC 507: Curriculum and Evaluation
Credit Hours: 3
Course Description
The course aims at helping students to conceptualise, develop and design curriculum for school subjects. Focusing more on the blend of theory and practice of curriculum issues, the course addresses various models of curriculum and research issues in school curriculum. An emphasis is also given on the analysis of curriculum models for implementation and application in various educational programs and evaluates their effectiveness and relevancy.
Objectives
Broadly, the course has the following objectives:
• To develop an acquaintance with the concept of curriculum, nature of different curricula
• To analyse school curricula in accordance with different models and types.
• To be able to facilitate the process of curriculum development
• To explore research issues related to curriculum
Tentative Schedule
SN Date Focus Readings / assignments Assignments / Due date
1 Feb, 15 Introduction of People
Introduction to the Course
- Understanding curriculum - Murray Print, Introducing curriculum
- Ornstein and Hunkins- The field of curriculum
2 Feb, 22 Conceptualising the Notion of Curriculum:
- Curriculum conceptions Murray Print, Curriculum presage
Ornstein and Hunkins- The field of curriculum
3 March, 01 Curriculum foundations: Philosophical Foundations Murray Print, Curriculum presage; Ornstein and Hunkins
4 March, 08 Curriculum foundations: Historical Foundations Murray Print, Curriculum presage; Ornstein and Hunkins
5 March, 15 Curriculum foundations: psychological Foundations Ornstein and Hunkins- chapter 4
6. March, 22 Curriculum foundations: Sociological Foundations Murray Print, Curriculum presage; Ornstein and Hunkins
7 March, 29 Curriculum Development Models:
- Rational models
- Cyclical models
- Dynamic models Murray Print,
1. The Curriculum Process Due assignment 1(a)
8 April 05 Curriculum Development Models Murray Print,
The Curriculum Process
9 April 12 Human interests in curriculum development
- Human interests: technical, practical and emanicipatory
- Nature of curriculum and pedagogical implications Shirley Grundy
Curriculum: Product or Praxis
1. The fundamental human interests
10 April 19 Human interests in curriculum development
- Human interests: technical, practical and emanicipatory
- Nature of curriculum and pedagogical implications Shirley Grundy
Curriculum: Product or Praxis
1. The fundamental human interests
11 April 26 Curriculum development Ornstein and Hunkins- chapter 7
12 May 03 Curriculum Designs
- Subject centred designs
- Learner centred designs
- Problem centred designs
- Core designs Murray Print,
Curriculum Design;
Ornstein and Hunkins- chapter 8
13 May 10 Aims, goals and objectives Ornstein and Hunkins- chapter 9 Assign 1 (b)
And Mid-test
14 May 17 Curriculum Development in Nepal Different reports on educational reform; curriculum documents;
National Curriculum Framework;
15 May 24 Curriculum Development in Nepal Analysis of school curriculum by level and subjects (objectives, subjects, weighting; methods; evaluation;
16 May 31 Curriculum implementation Ornstein and Hunkins- chapter 10
Relevant official documents from CDC Nepal
17 June 07 Curriculum Evaluation Ornstein and Hunkins- chapter 11;
IIEP publication on curriculum evaluation
18 June 14 Curriculum Evaluation Ornstein and Hunkins- chapter 11;
IIEP publication on curriculum evaluation
19 June 21 Understanding Curriculum as political text Pinar et al, Assignment 4
20 June 28 Curriculum issues and trends Ornstein and Hunkins- chapter 12;
Exam

Evaluation
a. Internal assessment: (four Assignments) 50 percent
b. Final exam: 50 percent
Assignments for Internal Assessment
1. Reflective writing (15 points): Keep a weekly written reflection of your understandings, reactions, and or questions about the readings and discussions in class, giving consideration to your SELF as a curriculum inquirer and developer. I will collect journals twice to dialogue with you. [DUE March 23, and May 11]
2. Presentation on curriculum issues (10 points)(in Nepal or internationally!!): Pick up some pertinent issues / social forces shaping curriculum. Examples of issues might be drawn from your particular professional school/community situations, national reports, news-paper articles, other readings at a local, state, national or global level). Be prepared to lead a discussion on the issues brought forward. [Due date: decided in the class]
3. Mid-term test (10 points): May 10
4. Curriculum Analysis (10 points): Choose a curriculum and analyze it. [DUE: June 21]
5. Regularity and participation (5 points):
References
Grundy, S. (1987). Curriculum: product or praxis. London: Routledge Falmer.
Ornstein A C & Hunkins F P. (2004). Curriculum: foundations, principles and issues (4th ed.). Boston: Pearson.
Pinar, W.F., Reynolds, W.M., Slattery, P., & Taubman, P.M. (1995). Understanding curriculum. New York: Peter Lang.
Print, M. (1993). Curriculum development and design. St. Leonards: Allen & Unwin P. Ltd.
Slattery, P. (1995). Curriculum development in the postmodern era. NY: Garland Publishing.
IIEP. ( ). A handbook of curriculum evaluation. Paris: Unesco.
National Curriculum Framework
Curriculum documents including research studies;
Policy documents related to curriculum;