SCHOLAR

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SED 623 Curriculum Theory - Scholar Academic.mp4

Morals & Ethics

Scholar

Academics

believe:
Good citizenship is a duty
Valuing intellect above all is

most important
Higher thinking = good
citizenship

Knowledge Bases
Knowledge

bases are dynamic

New knowledge must be generally
accepted by the discipline as a whole
Textbooks are a primary resource
material
Knowledge is taught from the
perspective of the specific discipline
(ex. mathematics)

Pyramid Structure
Scholar

Academics love:
Ranking
Hierarchy
Teachers impart

Search for
Knowledg
e

Scholar
s
Teacher
Disseminati
s
on of
Studen
Knowledge
ts
knowledge
rather than

students learn from teachers

Teachers are the active voice
Students passive

Nature of Student
Views

the students as immature

member of an academic
discipline who is capable of
acculturation within that
discipline as a result of learning
its content and ways of thinking.
Minds at the bottom of the
hierarchy who are capable of
being raised t higher level within

Nature of the learner

Students

are viewed with

enormous capacity to learn
and will absorb ideas like
sponges if properly
taught, motivated and
encouraged.

Nature of Knowledge
didactic statements
Information-based
modes of thinking that

correspond to the
intellectual traditions of
academic disciplines.

Nature of Knowledge
Universal

(anyone can
understand it in its true
form
Knowledge is valuable
because of its origins not
because of its uses

Nature of Knowledge
Knowledge

gives people the

ability to understand their world
Knowledge takes the form of
both content and process
Knowledge can be transmitted
from one human to another or
retained in the mind of the
people transmitted

Curriculum Emphasis
Academic content
Objective facts (impartially

perceived and verified)

The content comes from the
states content standards,
which are derived from
content we pass on to
students the essence of

Curriculum Emphasis
Scholar

Academics generally
break knowledge into
disciplines:
English
Math
Science
History
Foreign language

Goals/ Aims
preserve

the existence of the

discipline both by guaranteeing
that future members of the
discipline will exist (who will in turn
carry on its traditions and further
its epistemic development)

build

literacy for the discipline in

the general public (so the public
will support its endeavors and

Goals/ Aims
pass

on to students the content of

the school curriculum and to get
them to learn it. That includes the
content of mathematics, science,
history, and literacy including
reading, writing, literature , and a
foreign language.

Preserve

the cultures way of

knowing and extension of the world

Classroom Instruction, strategies, activities

Teacher-led

discussions
lecture method
Memorization
Internal process (Critical
thinking / problem solving
method)
Thinking strategies
Readings

Classroom Instruction, strategies, activities

Tests
Projects
Research papers
Experiments
Movies
Games
Simulations that are

academically correct and

Role of the teacher

Mediators

between the
curriculum and the
student
mini-scholars
presenting a discipline to
students, rather than
creation of new

Role of the teacher

transmitters

of a discipline
teachers need to have
three kinds of knowledge:
knowledge of the discipline
curriculum knowledge
pedagogical knowledge

Role of the teacher

Teach

the same highquality content

Teach the same knowledge
base to students

Effective classroom teaching

didactic discourse

can be accompanied by

pictures, demonstrations etc.

primary mode in reporting
findings in a discipline
Accurate presentation of

the discipline

Effective classroom
teaching
supervised practice
students learn how

to.
Socratic

discussion

teaching by asking

questions

Assessment / Evaluation
of learning
Norm

reference (Objective type

of examination; atomistic)
Formative evaluation takes
place while a curriculum is
being developed, it provides
information that allows the
curriculum to be revised

Assessment / Evaluation of
learning
National

curriculum
standards (national
achievement tests)
Summative evaluation
measures how well the
curriculum reflects the
discipline and prepares the

Assessment / Evaluation of
learning
Student

assessment (objective
statistical instrument)
how well the students learned
How well they can re-present the
knowledge taught
How well they understand the information
Grades
That let both know how well students are
doing with respect to an absolute
standard
Best to worst

Strengths
Develops

the ability to think and

reason in the disciplined ways
developed by ones culture.
Generates ideas that have
established by great scholars
who have built cultural
foundations of our society

Weaknesses

Weaknesses
Teachers

(as academicians;
teach what is in the
standards)
Students learning capability
(must absorb information like
a sponge, like a mind like a
library what and how)

Proponent (Michael Stephen

Schiro)
has

taught at the elementary, middle, and high school levels.

He received his degree from Tufts University and his doctorate
from Harvard University.
In the 1960s he worked for school desegregation n North
Carolina. In the 1970s he worked to improve urban education in
Lowell, Massachusetts.
He was chair of the Department of Teacher Education and
School Administration at Boston College in the 1980s.
He specializes in mathematics education and curriculum theory,
and taught courses in mathematics education, curriculum
theory, computer education, literacy, and multicultural
education at Boston College from 1974 to 2009, when he
retired.
He published eleven books with such diverse titles
asIntegrating Children's Literature and Mathematics in the
Classroom, Oral Story Telling and Teaching Mathematics, MegaFun Math Games, Curriculum for Better Schools: The Great
Ideological Debate,andTan and the Shape Changer.

reference
Chapter

6 A Comparative Overview
of the Curriculum Ideologies