Curriculum Development: Deductive Models
SCHOOLING VOLUME 2, NUMBER 1, 2011
Curriculum Development: Deductive Models
Fred C. Lunenburg
Sam Houston State University ________________________________________________________________________ ABSTRACT Three models are presented in this article: Tyler’s behavioral model, Beauchamp’s managerial model, and Saylor, Alexander, and Lewis’s administrative model. Models can assist curriculum developers to conceptualize the development process by pinpointing certain principles and procedures. The three models examined are deductive, linear, and prescriptive. Most curriculum makers adhere to all three approaches. The administrative model is a little more theoretical than the behavioral or managerial approaches. ________________________________________________________________________
Much of the professional literature stresses the need for supervisors and administrators to become more involved in curriculum development. The need to plan effective curricula is obvious, because curriculum is considered the heart of schooling. The difficulty, however, is that not everyone agrees what curriculum is or what is involved in curriculum development. What is curriculum development? In its most simplified form, curriculum development is the process of planning, implementing, and evaluating curriculum that ultimately results in a curriculum plan. One way of developing a curriculum plan is through modeling. Models are essentially patterns that serve as guidelines to action. Models can be found for almost every form of educational activity. The education profession has models of administration, of supervision, of instruction, of evaluation, and others. There are models of curriculum development as well. Using a model to develop curriculum can result in greater efficiency and productivity (Oliva, 2009). By examining models for curriculum development, we can analyze the phases essential to the process. The three models I selected for analysis were conceived by well known
Curriculum Development: Deductive Models
Fred C. Lunenburg
Sam Houston State University ________________________________________________________________________ ABSTRACT Three models are presented in this article: Tyler’s behavioral model, Beauchamp’s managerial model, and Saylor, Alexander, and Lewis’s administrative model. Models can assist curriculum developers to conceptualize the development process by pinpointing certain principles and procedures. The three models examined are deductive, linear, and prescriptive. Most curriculum makers adhere to all three approaches. The administrative model is a little more theoretical than the behavioral or managerial approaches. ________________________________________________________________________
Much of the professional literature stresses the need for supervisors and administrators to become more involved in curriculum development. The need to plan effective curricula is obvious, because curriculum is considered the heart of schooling. The difficulty, however, is that not everyone agrees what curriculum is or what is involved in curriculum development. What is curriculum development? In its most simplified form, curriculum development is the process of planning, implementing, and evaluating curriculum that ultimately results in a curriculum plan. One way of developing a curriculum plan is through modeling. Models are essentially patterns that serve as guidelines to action. Models can be found for almost every form of educational activity. The education profession has models of administration, of supervision, of instruction, of evaluation, and others. There are models of curriculum development as well. Using a model to develop curriculum can result in greater efficiency and productivity (Oliva, 2009). By examining models for curriculum development, we can analyze the phases essential to the process. The three models I selected for analysis were conceived by well known
References: Beauchamp, G. A. (1981). Curriculum theory (4th ed.). Itasca, IL: F.E. Peacock. Bloom, B. S. (1956). Taxonomy of educational objectives: Handbook I, Cognitive domain. New York, NY: Longman. Harrow, A. J. (1972). A taxonomy of the psychomotor domain. New York, NY: Longman. Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: Handbook II, Affective domain. New York, NY: Longman. Oliva, P. F. (2009). Developing the curriculum (7th ed.). Boston, MA: Allyn and Bacon. Saylor, J. G., Alexander, W. M., & Lewis, A. J. (1981). Curriculum planning for better teaching and learning (4th ed.). New York, NY: Holt, Rinehart, & Winston. Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago, IL: University of Chicago Press.