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Department: Master of Education
Module Description: Curriculum models and curriculum design and development procedures are explicated and explored, and practical exercises in curriculum development undertaken. Issues of power and control of the curriculum, as well as transfer across national contexts, are explored. The nature of innovation in the curriculum and teaching is critically evaluated in relation to a range of international case studies including contemporary initiatives in areas such as adult literacy, health education, peace education, community extension, vocational education and learner-centred learning.
- Ainsworth, L. (2010). Rigorous curriculum design : how to create curricular units of study that align standards, instruction, and assessment. Englewood, Colo.: Lead Learn Press.
- Ornstein, A. & Hunkins, F. (2017) Curriculum: foundations, principles, and issues. 7th edn. Boston: Allyn & Bacon.
- Kelly, A. V. (2009). The curriculum: theory and practice. 6th edn. London: Sage.
- Null, J. W. (2017). Curriculum : from theory to practice. 2nd edn. Lanham: ROWMAN & LITTLEFIELD.
- Sowell, E. (2005). Curriculum: an integrative introduction. Englewood Cliffs, NJ: Merrill/Prentice-Hall.
- Marsh, C. J. (2009). Key concepts for understanding curriculum. 4th edn. London: RouledgeFalmer.
Key indicative readings
- Anderson, L. & Krathwohl, D. (eds). (2001). A taxonomy for learning, teaching and assessing: a revision of Bloom’s taxonomy of educational objectives. New York: Longman.
- Brandsford, J., Brown, A. & Cocking, R. (2000). How people learn: brain, mind, experience, and school. Washington, DC: National Academy Press.
- Doll, R. (1996). Curriculum improvement: decision making and process. 9th edn. Boston: Allyn & Bacon.
- Ornstein, A., Pajax, E.F. & Ornstein, S.B. (2014). Contemporary issues in curriculum. 6th edn. Boston: Pearson.
- Romiszowski, A. (1999). Designing instructional systems: decision making in course planning and curriculum design. London: RoutledgeFalmer.
- Carroll, J. (1989). The Carroll model: a 25 year retrospective and a prospective view. Educational Researcher, vol. 18(1), pp. 26-31. Request this item
- Covington, M. (1996). The myth of intensification. Educational Researcher, vol. 25(8), November, pp. 24-27. Request this item
- Duffy, F. & Reigeluth, C. (2008). The school system transformation protocol. Educational Technology, vol. 48(4), pp. 41-49. Request this item
- English, F. W. (2010). Deciding what to teach and test: developing, aligning and leading the curriculum. 3rd edn. Newbury Park, CA: Corwin Press.
- Gee, J. (2005). Learning by design: good video games as learning machines. E–Learning, vol. 2(1), pp. 5-16.
- Greeno, J. (1989). A perspective on thinking. American Psychologist, vol. 44(2), pp. 134-141. Request this item
- Hall, D. R. & Hewings, A. (eds). (2001). Innovation in English language teaching: a reader. London: Routledge.
- Jackson, P. (ed.). (1992). Handbook of research on curriculum. New York: MacMillan. (see lecturer).
- Kirschner, P., Sweller, J. & Clark, R. (2006). Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and enquiry-based teaching. Educational Psychologist, vol. 41(2), pp. 75–86.
- Lewin, K. & Stuart, J. (1991). Educational innovation in developing countries: case studies of changemakers. London: Palgrave Macmillan.
- Luke, A., Freebody, P., Shun, L. & Gopinathan, S. (2005). Towards research-based innovation and reform: Singapore schooling in transition. Asia Pacific Journal of Education, vol. 25(1), pp. 5–28.
- Marzano, R. J., Brandt, R. S., Hughes, C. S., Jones, B. F., Presseisen, B. Z., Rankin, S. C. & Suhor, C. (1988). Dimensions of thinking: a framework for curriculum and instruction. Alexandria, VA: ASCD. Open resource
- Mayer, R. (2004). Should there be a three-strikes rule against pure discovery learning? the case for guided methods of instruction. American Psychologist, vol. 59(1), pp. 14–19. Request this item
- Phillips, R. & Furlong, J. (2001). Education, reform and the state: twenty-five years of politics, policy and practice. London: RoutledgeFalmer.
- Reigeluth, C.M. (2008). ‘Chaos theory and the sciences of complexity: foundations for transforming education’, in B. Despres (ed.). Systems thinkers in action: a field guide for effective change leadership in education. New York: Rowman & Littlefield.
- Reigeluth, C., Watson, W., Watson, S., Dutta, P., Chen, Z. & Powell, N. (2008). Roles for technology in the information-age paradigm of education: learning management systems. Educational Technology, vol. 48(8), pp. 32-39. Request this item
- Resnick, L., Wang, M. & Kaplan, J. (1973). Task analysis in curriculum design: a hierarchically sequenced introductory mathematics curriculum. Journal of Applied Behavioral Analysis, vol. 6, pp. 679-710. Open resource
- Stromquist, N. & Basile, M. (1999). The politics of educational innovations in developing countries: an analysis of knowledge and power. New York: Falmer Press.
- Wang, M.C., Haertel, G.D. & Walberg, H.J. (1998). Models of reform: a comparative guide. Educational Leadership, vol. 55(7), pp. 66-71.
- Weston, M. & Bain, A. (2009). Engaging with change: a model for adopting and evaluating school-based innovation. Journal of Educational Administration, vol. 47(2), pp. 156-175.