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Essay / Research Paper Abstract
This 8 page paper focuses on curriculum development in education and particularly on three theorists: Glatthorn, Dewey, and Tyler. The paper concludes that while there are two opposing models in terms of curriculum development, that they can co-exist in school systems. Bibliography lists 3 sources.
Page Count:
8 pages (~225 words per page)
File: RT13_SA342cur.rtf
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Unformatted sample text from the term paper:
curriculums, or implement tried and true curriculums, the children are often bored. Of course, they do have to learn the basics, but it is also true that perhaps a bit
of lightheartedness, or fun, can be injected into the public school day. Many private institutions have found this to be the case and in part this is due to the
fact that they are enterprises, and not services. To make money, parents and children must want to be a part of a school. Public school on the other hand is
often problematic and at the core of the problem is curriculum. Of course, social problems invade every area of educational life as students are whole beings and not just students.
They are sons and daughters and have jobs and interests. Some theorists believe that education should pay attention to these wants and whims and develop curriculum around that. This way,
they argue, children will be interested in learning. Yet, the opposite side of the coin sees the school systems as deteriorating for quite the opposite reason. Rather, schools do not
have enough discipline and this includes discipline in terms of curriculum. Homework is pared down to appease the complaints of students and parents, and the work is reduced because the
children simply cannot keep up. There are so many ways that teachers seem to cut corners. Yet, the problem remains which is a lack of motivation or caring on the
part of students to the frustration of parents and teachers. What can be done about education? It pays to take a look at theorists who examine curriculum and its place
in education. Glatthorn (1994) talks about the development of a "curriculum of excellence" for the twenty-first century. How does one go about doing such a thing? It seems that the
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