Curriculum Development Perspectives Principles And Issues

Curriculum Development: Perspectives, Principles and Issues gives a broad overview of the various perspectives on the subject and acquaints the teachers and teacher educators with the principles of curriculum development. It begins by giving the account of historical developments, the philosophical and sociological basis and goes on to describe the processes and models in curriculum development. This book approaches students in a way to enhance their interest in curriculum research.

Perspectives in Curriculum Studies by Margaret Nalova Endeley and Martha Ashuntantang Zama is a comprehensive textbook for graduate students of Curriculum Studies and Instruction, and a guide for education practitioners wherein they articulate contemporary curriculum concepts, principles and applications in the field. With illustrations from informed African perspectives, the authors situate curriculum theory and practice in local contexts so that African scholars, educators, and others may be equipped with knowledge and skills to develop and maintain appropriate and relevant curricula for quality education. Framed in sixteen chapters, grouped in five parts, the text begins with the exposition of basic terminology, curriculum theory and foundations of the curriculum before delving profoundly into the curriculum development process. The latter portion gives the reader the opportunity to explore, analyse and evaluate different curriculum planning approaches and models, curriculum design dimensions and patterns, and procedures for the development of syllabuses, textbooks, and other curriculum materials. Also, Curriculum implementation tasks as well as strategies for evaluation of programs and courses are presented and discussed. Since curriculum and instruction are highly intertwined notions, instructional design is elaborately treated in two chapters bringing out its theoretical underpinnings and procedures. The book closes with global perspectives of curriculum development in practice. The goal here is to provide insights into trends, issues, and challenges not only in curriculum development but also in the curriculum field, which should generate action towards the improvement of curriculum practice and spur the search for new knowledge.

Planning and evaluating curriculum from a theoretical & practical point of view.

This book is the product of twenty-five years of research and teaching in the field of curriculum development, as well as extensive observation of, and consultation with trainees (educates) and classroom teachers on curriculum development problems. It attempts to provide help to education students who study curriculum Development in Colleges of Education, Polytechnics, Institutes and Faculties of Education of Universities. Its primary aim is to achieve a concise but scholarly account of the contexts and nature of curriculum planning and development, and of the problems and issues relating to them. This account, the author hopes, will contribute to the continuing effort to improve the quality and efficiency of the curriculum planning and development. The author therefore feels that teachers, members of school boards and educational researchers will find this book useful. The book is divided into thirteen chapters. Chapters one and two present curriculum planning and development in perspectives. They examine the meaning and purpose of education, definition of curriculum, views about curriculum scope of curriculum studies and history of curriculum development in Nigeria. Chapter three highlights the different patterns or types of curriculum organizations and their strengths and weaknesses. Chapter four to ten discuss the curriculum planning and development process. These chapters provide some guidelines on what to do on each of the various stages of curriculum planning and development. Chapter eleven examines curriculum innovation and change by highlighting the meaning of curriculum innovation and change, and the need for curriculum innovation. Chapter twelve discusses and some social contexts of curriculum development. Finally, chapter thirteen highlights the activities of some curriculum development bodies. The book is published by www.iiste.org

Perspectives in Curriculum Studies by Margaret Nalova Endeley and Martha Ashuntantang Zama is a comprehensive textbook for graduate students of Curriculum Studies and Instruction, and a guide for education practitioners wherein they articulate contemporary curriculum concepts, principles and applications in the field. With illustrations from informed African perspectives, the authors situate curriculum theory and practice in local contexts so that African scholars, educators, and others may be equipped with knowledge and skills to develop and maintain appropriate and relevant curricula for quality education. Framed in sixteen chapters, grouped in five parts, the text begins with the exposition of basic terminology, curriculum theory and foundations of the curriculum before delving profoundly into the curriculum development process. The latter portion gives the reader the opportunity to explore, analyse and evaluate different curriculum planning approaches and models, curriculum design dimensions and patterns, and procedures for the development of syllabuses, textbooks, and other curriculum materials. Also, Curriculum implementation tasks as well as strategies for evaluation of programs and courses are presented and discussed. Since curriculum and instruction are highly intertwined notions, instructional design is elaborately treated in two chapters bringing out its theoretical underpinnings and procedures. The book closes with global perspectives of curriculum development in practice. The goal here is to provide insights into trends, issues, and challenges not only in curriculum development but also in the curriculum field, which should generate action towards the improvement of curriculum practice and spur the search for new knowledge.