Curriculum Development

Week 1 Assignment 4: Theory and Practice

Ruby A. Yakalavich

EDUC 6422 Instructional Needs Analysis

Professor Tucker

Thursday, August 28th, 2014

Running head: Theory and Practice 1

While exploring the theory of curriculum, its history and practice within the article-

Smith, M.K. (1996,2000) "Curriculum theory and practice" the encyclopedia of informal

education, four ways of approaching curriculum theory and practice were covered.

Those four ways include: curriculum to be transmitted, as a product, as process and as

practice. The theory of curriculum as a product, is weaker than it is strong. This theory

is strong in a sense that one begins not knowing, then is taught, eventually transmitting

knowledge to action. The same theory is weak and is four fold. First, the learner

appears to frequently get over looked or left out as the emphasis is based on how the

information is presented. Next, there is uncertainty about what is being measured.

Then, a huge problem with this theory stems from the research based on educator's

lack of pedagogy. The last weakness in this theory is unanticipated results.

The theory of curriculum as a process combines the interactions between the

students and the educators content knowledge as well as the class environment. The

learners voices in this theory are acknowledged and heard. The focus is on interactions

between the educator and the students as well as the overall dynamics of the

classroom. However, this theory contains a variety of weaknesses. Three of those

concerns are: "treating learners as subjects rather than objects, the lesson content may

not be detailed and the process relies on the quality of the teacher presenting the

lesson" (Smith, 1996,2000).

Finally, the theory of curriculum as praxis pays careful attention to the rapport

between the educator and the learner as they get to know...