ED 430 Curriculum and Instruction Spring 2019

The topic of this week is  Curriculum Design and Implementation: The Role of the Curriculum Leader.  In article  Leadership role the school administrator in curriculum and instruction, Tyler holds that the administrator should have the comprehensive concepts about the curriculum and instructional process and sound concepts of the dynamics of leadership which could free them from much of this current confusion. In the past, I thought  the administrator is a person with high power who just needs to supervise the faculty and students in the school, just as beginning the article said, “planning buildings, securing financial support, and conducting public relations programs.” (p.200) Besides the four types of the administrators mentioned in this article, I also meet some administers who will just pay more attention to the curriculum related to his or her educational background, as a result, the performance of students in one subject would be more outstanding tha...

  Week 5 Blog ( LEADERSHIP ROLE OF THE SCHOOL ADMINISTRATOR IN CURRICULUM  AND INSTRUCTION )     In this paper , the author introduced four types of administrators at the beginning. The first type is the administrators who give no attention to the educational program. They are busy with their boards of education, with their building problems, or with some other aspects of their work, and they show no concern for instructional leadership (p.200). The second type of the administrators who put the leadership entirely in the hands of the supervisors or directors of instruction in the various subjects or special fields. The third type of the administrators who fear that to exercise leadership in instruction is to be undemocratic. The fourth type of administrator is the one who puts all his eggs in one basket. He may have a curriculum planning committee, or a curriculum council, or a preschool workshop, or extension courses, or some clause in the salary schedule which...

 Leadership Role of the School Administrator in Curriculum and Instruction  FEB 12th, 2019 This article explores the relationship between school leadership and curriculum and teaching.  In order to improve the quality of school teaching, school administrators must deal with the relationship between teaching and research and guide teachers to conduct teaching research. The improvement of teaching level and the reform of teaching methods often come from teaching research. The teaching of management course with modern management thought and management mode and the guiding of curriculum management with modern education thought are the concentrated embodiment of managers'leadership in school management and the guidance of the planning and development of schools with advanced education thought. We should give full play to the leadership role of leaders in curriculum management. The principal's unique school-running idea, mode of thinking and mode of behavior often dete...

    What’s the essence of the school or education? what’s the function of the education? Does it follow the social needs or social classes?  “For whom do schools work?” (Apple, p.76) These are the main topics that are discussed in the readings this week. This week’s readings mainly talk about the functions of schools and the influence of ideology and social power on curriculum theory and development from socio-economic and socio-cultural perspectives historically.           In the author’s opinion, educators or the most influential curriculum workers always obeyed the social and economic interests which were not neutral, but contributed to inequality. In addition, social and economic control in education do not only occur in the forms of the rules and routines, but also in the hidden curriculum, which I think, embodied a rooted cultural and social perception. As what is argued that “Formal corpus of school knowledge can become a form...

This week’s readings cover curriculum, control, conflict and the issues that are deeply rooted in society and the education system. As we continue to expand in our learning we must be sure to see education in its totality. Our education systems serve a very diverse population, but the curriculum rarely matches that same diversity.  In order for schools to continue to run in the fashion that they do, things need to a spear like they happen naturally. Most things in the school system have to come across as seamless in order to continue to push the idea that whatever stems from the school is to be considered valid. This directly connects to the theory of purposive-rational patterns of rationality and action. As students get older and move through grade bands, the need for justification increases. Social rules and " appropriate" interactions are no longer just followed. Students develop their own reasoning and viewpoints. Therefore, as educators we typically push normative b...

Week 4: Curriculum, Ideology, and Power The readings this week discussed that, throughout history, schooling has served people differently and unequally. The chapters included how social and economic institutions affect power dynamics and create hierarchies in schools. Furthermore, the author covered how periods of history- industrialization, urbanization, etc.- affected educational policy, curriculum, and treatment towards students of various identities and backgrounds. The attitudes and treatment toward immigrants and people of color in the past reflect similar experiences and conditions in today’s schools and society. First, the author discusses the historical purposes of schooling. He begins by stating that in the 1850s, “education was the way in which the community life, values, norms, and economic advantages of the powerful were to be protected” (Apple). In other words, school was used as a way to create “moral” citizens. One of the purposes of school was to make children...

January 29, 2019 Reading this chapter ‘Educational Goals and Purposes: Developing a Curricular Vision for Teaching’, combined with my previous work experience as a college advisor, I have some thoughts on the professional development of new teachers..  Although I only took such simple courses such as career guidance and career planning for my students, I strongly agree with the author that ‘the real mysteries of teaching were hidden to them as children. They were never involved in the intensive planning that is required for even one day of teaching, much less several weeks and months. They never had to develop relationships with children and parents who did not speak their language. They never had to work with colleagues who had very different perspectives, opinions, and personalities.’(p169) As a teacher, especially a new teacher, you spend several times more time preparing a lesson than you actually do. Even if you are familiar with the content of the lesson, how t...