A process model for curriculum theorizing

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Claire Zebroski Mamola (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Dale L. Brubaker

Abstract: The investigator has created and explained a process oriented conceptual model for curriculum theorizing as one alternative to technical, behavioral models currently in use exemplified by the work of theorists, such as Ralph Tyler. The investigator's model draws from the fields of anthropology, communication theory, curriculum theory and general semantics as they exhibit a process orientation. The model has been created through the development of axiological, ontological and epistemological groundings which are process oriented. The model is bounded by the school setting and includes the following variables; process orientation, learners, teachers, human knowledge and human interactions within the school. Basic assumptions include first, to be interested in curriculum theory is to be primarily concerned about the lived-in experience of persons in school settings; second, to be interested in curriculum theory is to be concerned above all else about learners as unique and valued individuals; and third, all curriculum statements are value laden. The model has been evaluated in part through the use of questionnaires given to the investigator's undergraduate students including one utilizing McQuail's questions for analyzing a communication model. The questions are: Is the process one directional or interactional? Is the process open or closed? Are meanings fixed or transacted? Is the process seen from the perspective of the sender or receiver? Is the process purposive or non-purposive? Is the process system linked or system free? The model can be further tested through participant observation techniques as developed by Severyn Bruyn.

Additional Information

Language: English
Date: 1978
Curriculum evaluation
Curriculum change

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