FS 7

John Franklin Bobbit was an American educationist, a university professor and a writer. A representative of
the efficiency minded thinkers, he specialized in the field of the curriculum
Werrett Wallace Charters (18751952) was a pioneering researcher in teacher education and curriculum
development. His scientific approach to curriculum development through analysis of life activities broke
new ground in the emerging field of curriculum study
William Heard Kilpatrick was an American pedagogue and a pupil, a colleague and a successor of John
Dewey. He was a major figure in the progressive education movement of the early 20th century.
Harold Rugg was an educational reformer in the early to mid 1900s, associated with the Progressive
education movement
Hollis Leland Caswell was an American educator who became an authority on curriculum planning in
schools. He directed surveys of curriculum practices in several school systems, and wrote several books on
the subject
Ralph W. Tyler (19021994) was an American educator who worked in the field of assessment and
evaluation. He served on or advised a number of bodies that set guidelines for the expenditure
of federal funds and influenced the underlying policy of the Elementary and Secondary Education Act of
1965. Tyler chaired the committee that eventually developed the National Assessment of Educational
Progress (NAEP). He has been called by some as "the father of educational evaluation and assessment"
Hilda Taba was an architect, a curriculum theorist, a curriculum reformer, and a teacher educator. Taba was
born in the small village of Kooraste, Estonia.
Peter Oliva is a Canadian novelist who lives in Calgary, Alberta.
His first novel, Drowning in Darkness (1993), won the Writers Guild of Alberta Best First Book Award [1] and
was shortlisted for a Bressani Prize. The book is set in the Crowsnest Pass of southern Alberta, and
in Calabria, Italy. It follows Italian immigrants to Canada in the early 1900s.
Foundation of curriculum
1. The decision to pursue a degree in education should be made by those who have the desire to
shape educational policy and possess a vision for change. Studies covering the philosophical
foundations of education examine social policy involving schools and curricula. Aspiring
professionals in this field may examine the various ways students learn subjects as well as how to
set up teaching environments that stimulate critical thought and emphasize the importance of solid
curricula.
2. Historical Foundation of Education during the Spanish Period
When the Spanish first arrived in Manila, they were surprised to find a population with a literacy
rate higher than the literacy rate of Madrid.
During the early Spanish period, most education was carried out by the religious orders.The friars,
recognizing the value of the literate indigenous population, built printing presses to produce
material in baybayin. Missionaries studied the local languages and the baybayin to communicate
better with the locals and teach the Christian faith easily.
3. What is educational psychology? An academic definition would perhaps say that educational
psychology is the study of learners, learning, and teaching. However, for students who are or
expect to be teachers, educational psychology is something more. It is the accumulated knowledge,
wisdom, and seat-of-the-pants theory that every teacher should possess to intelligently solve the
daily problems of teaching. Educational psychology cannot tell teachers what to do, but it can give
them the principles to use in making a good decision and a language to discuss their experiences
and thinking.
4. The social foundations of education course is an exploration and analysis of the underlying issues
within contemporary educational policies, practices, and theories. It is an attempt to ground the
day-to-day realities of the classroom within a larger philosophical, historical, anthropological,
political, and sociological context. Such an interdisciplinary perspective will allow students to begin
to reflect upon the structures and practices of American education and provide a foundation from
which to continue becoming reflective and critical educational practitioners and leaders. It is also an
opportunity to investigate the role of schooling and education within a democracy.

FS 6
Product and Process Models
Curriculum models can be broken down into two very broad models, the product model and
theprocess model. Luckily, these two models are just as they sound.
The Product Model - You may see this in portions of your curriculum. This model is focused on
results, like grades or reaching an objective. The majority of the weight is focused more on the
finished product than what is happening in the learning process.
The Process Model - Conversely, this process model focuses on how things happen in the learning
and is more open-ended. Curriculum focusing on the process model emphasizes how students
are learning, what their thinking is, and how it will impact future learning.
Curriculum Model Frameworks
To dive in a bit further before we look at specific models, let's talk about how some curriculum
models are framed. Five broad categories can be used to define the focus of curriculum models:
Subject- or discipline-centered - In this framework, the curriculum is organized around subjects,
like math or science.

Integrated - Just like it sounds, this framework pulls many subjects together. We see this model
used in problem-based learning and experiential learning.
Spiral - In this framework, the content is presented several times across the span of the school
year. Seen mostly in math, using this design allows students to be introduced and then revisit
material often.
Inquiry- or problem-based - Not to be confused with integrated models, this curriculum focuses
on a central problem or question. In this frame, all curriculum is problem-based, while in
integrated it may or may not be.
Experiential - Using this framework allows students to participate in real-life ways with their work
such as, experimenting with hypothesis, working through problems, and finding solutions.
Tyler curriculum development
Step one is determining the objectives of the school or class. In other words, what do the
students need to do in order to be successful? Each subject has natural objectives that are
indicators of mastery. All objectives need to be consistent with the philosophy of the school and
this is often neglected in curriculum development. For example, a school that is developing an
English curriculum my create an objective that students will write essays. This would be one of
many objectives within the curriculum.
Step two is developing learning experiences that help the students to achieve step one. For
example, if students need to meet the objective of writing an essay. The learning experience
might be a demonstration by the teacher of writing an essay. The students then might practice
writing essays. The experience (essay demonstration and writing) is consistent with the objective
(Student will write an essay).
Step three is organizing the experiences. Should the teacher demonstrate first or should the
students learn by writing immediately? Either way could work and preference is determined by
the philosophy of the teacher and the needs of the students. The point is that the teacher needs
to determine a logical order of experiences for the students.
Lastly, step four is evaluation of the objectives. Now the teacher assesses the students ability to
write an essay. There are many ways to do this. For example, the teacher could have the
students write an essay without assistance. If they can do this, it is evidence that the students
have achieve the objective of the lesson
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10 axioms

FS 9
Single-subject design or single-case research design is a researchdesign most often used in applied fields of
psychology, education, and human behavior in which the subject serves as his/her own control, rather than using another
individual/group.