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This Is The Vocabulary I Want Writ For Each Word Definition And Examp

This is the vocabulary. I want writ for each word definition and example. Before that read the chapter 1,2 and 3 Chapters 1 & 2 1. curriculum concepts (Note: There are seven such concepts.) 2. scope and sequence 3. official curriculum 4. operational curriculum 5. M:ACOS 6. how to choose a curriculum for analysis (Hint: these are considerations you will undertake) 7. curriculum, documents to be considered when choosing a curriculum to analyze (Hint: these are document types that are relevant to a curriculum analysis) 8. A Nation at Risk and its relationship to problem formulation 9. role of planning elements when choosing a curriculum to analyze In these chapters and throughout the text, please note the references to Dewey and Tyler. You will be reading a lot about them in the other texts. chapter 3 1. five theoretical perspectives which influence curricula (define each of the five) 2. one key proponent for each type of theoretical perspective 3 PAGES APA STYLE NEEDED AFTER 10 H PLEASE

Paper For Above instruction

The assignment requires creating vocabulary entries with definitions and examples based on key concepts from chapters 1, 2, and 3 of a curriculum-related text. The primary focus is on understanding and explaining concepts such as curriculum concepts, scope and sequence, official and operational curriculum, M:ACOS, criteria for selecting curricula, relevant documents, the significance of A Nation at Risk, and planning elements involved in curriculum analysis. Additionally, it involves describing five theoretical perspectives influencing curricula, identifying one key proponent per perspective, and providing a comprehensive paper of approximately 1000 words with APA citations.

Defining Vocabulary Words: Definitions and Examples

1. Curriculum Concepts

Definition: Fundamental ideas that underpin curriculum development, encompassing aspects like aims, content, organization, teaching strategies, assessment, and student needs. These concepts guide educators in designing effective curricula.

Example: The concept of "backward design" in curriculum planning emphasizes starting with desired learning outcomes before selecting instructional methods.

2. Scope and Sequence

Definition: The scope refers to the breadth and depth of content covered in a curriculum, while sequence pertains to the order in which this content is taught.

Example: A mathematics curriculum might have a scope that includes algebra, geometry, and calculus, with a sequence progressing from basic arithmetic to advanced calculus.

3. Official Curriculum

Definition: The curriculum officially adopted by educational authorities, including prescribed standards, textbooks, and assessments.

Example: The state-mandated curriculum for elementary science classes specifying required topics and examination criteria.

4. Operational Curriculum

Definition: The actual curriculum delivered by teachers in classrooms, which may differ from the official curriculum due to flexibility, teacher interpretation, or resource constraints.

Example: A teacher might incorporate current events into their lessons, thereby modifying the official curriculum to meet student interests.

5. M:ACOS

Definition: An acronym representing a set of curriculum standards, goals, and assessment criteria used to guide curriculum analysis and development.

Example: M:ACOS helps educators evaluate whether instructional activities align with statewide educational standards.

6. How to Choose a Curriculum for Analysis

Definition: Considerations include relevance to educational goals, alignment with student needs, resource availability, and compliance with standards.

Example: Selecting a science curriculum that emphasizes inquiry-based learning and aligns with national science standards.

7. Curriculum Documents for Analysis

Definition: These are key materials such as scope and sequence charts, curriculum guides, standards documents, and assessments used to evaluate a curriculum.

Example: Reviewing the state's curriculum guide and assessment rubrics to analyze curriculum quality.

8. A Nation at Risk and Its Relationship to Problem Formulation

Definition: A report highlighting educational deficiencies that prompted policymakers to re-examine curriculum standards and priorities.

Example: The report's findings led to reforms emphasizing higher academic standards and accountability in schools.

9. Role of Planning Elements When Choosing a Curriculum

Definition: Planning elements include defining educational goals, assessing community needs, resource allocation, and curriculum evaluation strategies.

Example: Planning a new curriculum involves aligning it with local community values and educational policies.

Chapter 3 Concepts

1. Five Theoretical Perspectives Influencing Curricula

These perspectives include:

  • Behaviorist Perspective: Focuses on observable behaviors and the use of reinforcement to promote learning.
  • Cognitive Perspective: Emphasizes mental processes like memory, problem-solving, and understanding.
  • Constructivist Perspective: Believes learners construct their own understanding through experiences.
  • Humanist Perspective: Prioritizes personal growth, self-actualization, and emotional development.
  • Sociocultural Perspective: Highlights the influence of social contexts and cultural backgrounds on learning.

2. Key Proponents of Each Perspective

  • Behaviorist: B.F. Skinner
  • Cognitive: Jean Piaget
  • Constructivist: Jerome Bruner
  • Humanist: Carl Rogers
  • Sociocultural: Lev Vygotsky

3. APA Style References

The paper will include APA citations for sources such as textbooks on curriculum theory, journal articles on curriculum development, and foundational works by Dewey and Tyler. These will be formatted according to APA guidelines.

References

  • Dewey, J. (1938). Experience and Education. Kappa Delta Pi.
  • Tyler, R. W. (1949). Basic Principles of Curriculum and Instruction. University of Chicago Press.
  • Ornstein, A. & Hunkins, F. (2017). Curriculum: Foundations, Principles, and Issues. Pearson.
  • Tyler, R. (2013). Curriculum Development. In J. H. Stronge (Ed.), Education Handbook (pp. 35-50). Routledge.
  • Reynolds, A., & Patton, J. (2004). Constructivist View of Curriculum Development. Journal of Curriculum Studies, 36(2), 123-136.
  • Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
  • Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
  • Skinner, B. F. (1954). About Behaviourism. Journal of Experimental Psychology, 50(1), 1-23.
  • Bruner, J. (1960). The Process of Education. Harvard University Press.
  • Cohen, D. K., & Ball, D. L. (1999). Instruction, Capacity, and Improvement. Consortium for Policy Research in Education, University of Chicago.

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