Subject: Curriculum Development
Name: Rayanne Mae B. Corpuz
Teacher: Erwin B. Estrella
Activity # 2
Establishing the timeline of the historical foundations of Curriculum Development
Year Name and photograph Descriptions and Contributions to Curriculum
Development
1871-1965 William H. Kilpatrick Curricula are purposeful activities which
are child-centered.
The purpose of the curricula is child
development and growth. The project
method was introduced by him where
teacher and student plan the activities.
The curriculum develops social
relationships and small group instruction.
He was a progressive educational
philosopher and was the interpreter of
John Dewey’s work.
He published his first article in 1918
entitled The Project Method, where he
provided a practical approach to
implementing John Dewey's educational
philosophy.
He led the New York Urban League, the
Progressive Education Association, and
the John Dewey Society as its first
president.
1875-1952 Werrett W. Charters Like Bobbitt, curriculum is science and
emphasize students’ needs.
Objectives and activities should match.
Subject matter or content relates to
objectives.
In his earliest scholarship, he attempted
to develop what he called a "functional"
theory of instruction derived from the
ideas of the Progressive educator John
Dewey (who, despite discouraging
Charters from pursuing doctoral study,
served as his doctoral adviser).
His first book, Methods of Teaching,
maintained that the function of school
subject matter was "to satisfy needs and
solve problems" faced by society.
His most significant contribution was his
activity-analysis approach to curriculum
construction. Activity analysis essentially
involved specification of the discrete
tasks or activities involved in any social
activity. It was considered a "scientific"
approach to curriculum construction as it
represented a quantification of human
activities as a basis for selecting
educational objectives.
1876-1956 Franklin Bobbitt He started the curriculum development
movement.
Curriculum as a science that emphasize
on students’ needs.
Curriculum prepares learners for adult
life.
Objectives and activities grouped
together when tasks are clarified.
He periodically undertook surveys of
local school systems in which he
assessed the districts' operations,
particularly the adequacy of their
curricula. His most famous surveys were
a 1914 evaluation of the San Antonio
Public Schools and a 1922 study of the
Los Angeles City Schools' curriculum.
Bobbitt is best known for two books, The
Curriculum (1918) and How to Make a
Curriculum (1924). In these volumes and
in his other writings, he developed a
theory of curriculum development
borrowed from the principles of scientific
management, which the engineer
Frederick Winslow Taylor had articulated
earlier in the century in his efforts to
render American industry more efficient.
He along with W. W. Charters, Ross L.
Finney, Charles C. Peters, David
Snedden and others, gave life to what
has come to be called the social
efficiency movement in education.
He was one of the first American
educators to advance the case for the
identification of objectives as the starting
point for curriculum making.
His so-called scientific approach to
curriculum making served as a
precedent for the work of numerous
educators during the next half-century in
spelling out the procedures for designing
the course of study.
He was one of the first American
educators to define the curriculum as an
instrument of social control or regulation
for addressing the problems of modern
society.
1886-1960 Harold Rugg To him, curriculum should develop the
whole child. It is child centered.
With the statement of objectives and
related learning activities, curriculum
should produce outcomes.
He emphasized social studies and the
teacher plans curriculum in advance.
He produced the first-ever series of
school textbooks from 1929 until the
early 1940s.
He was a cofounder of the National
Council for the Social Studies.
Along with Louise Krueger, he also
developed an elementary education
(grades one through eight) social studies
textbook series in 1939.
In 1928, he cowrote The Child-Centered
School, which described the historical
and contemporary basis for "child-
centered" education.
At his death, he was attempting to
understand and explain creative thought,
and his last book, Imagination, focused
on this area and was published
posthumously, not fully completed.
1901-1989 Hollis Caswell Sees curriculum as organized around
social functions of themes, organized
knowledge and learners’ interest.
Curriculum, instruction and learning are
interrelated.
Curriculum is a set of experiences.
Subject matter is developed around
social functions and learners’ interest.
He joined the editorial advisory board of
the World Book Encyclopedia in 1936,
and became its chairman in 1948.
He was appointed as the president of
Teachers College, Columbia University
in 1954 until 1962. Then he served as
general chairman of editorial boards for
Field Enterprises Educational
Corporation.
In the years after World War II, he
opposed efforts to develop a standard
national curriculum for public schools,
arguing instead for more differentiation in
teaching methods. He also disputed
campaigns to do away with some of the
so-called frills in education.
1902-1967 Hilda Taba Contributed to the theoretical and
pedagogical foundations of concept
development and critical thinking in
social science curriculum.
She helped lay the foundation for diverse
student population.
She argued that learning and the study
of learning should be modeled after
dynamic models derived from
contemporary physics. She believes that
educators should see learning as a
dynamic-interactive phenomenon that is
informed by the developing field of
cognitive psychology, thus she
established a paradigm that was
appreciably different from a simple
transmission model of education and
evaluation.
She argued that education for
democracy was a critical component of
contemporary schooling and curricula,
and that it needed to be experiential,
where children learn to solve problems
and resolve conflicts together.
She stated that educators had to provide
conceptually sound curriculum that was
organized and taught effectively, and
that student understanding had to be
evaluated using appropriate tools and
processes. This led to her
groundbreaking work in evaluating social
attitudes in Progressive education
curricula.
Her work on evaluation, conducted at the
Ohio State University, led to a productive
collaboration with Ralph Tyler and the
design of a general framework and
theoretical rationale for developing
curriculum.
She developed an association with the
Intergroup Education in Cooperating
Schools Project in 1944 when she
headed a summer work shop at Harvard
that resulted in a yearbook for the
National Council for Social Studies
titled Democratic Human Relations.
Taba and her colleagues from the San
Francisco State College and the Contra
Costa County, California schools
explicated and documented the complex
processes associated with concept
formation by children using social studies
curriculum. They organized and
implemented staff development for
teachers, and documented the
processes for research purposes.
The Taba Spiral of Curriculum
Development is a graphic organizer,
which was designed to illustrate concept
development in elementary social
studies curriculum that was used by
teachers in Taba workshops in the
1960s.
1902-1994 Ralph W. Tyler As one of the hallmarks of curriculum, he
believes that curriculum is a science and
extension of schools’ philosophy. It is
based on students’ needs and interest.
Curriculum is always related to
instruction. Subject matter is organized
in items of knowledge, skills and values.
The process emphasizes problem
solving. The curriculum aims to educate
generalists and not specialist.
He influenced the underlying policy of
the Elementary and Secondary
Education Act of 1965.
He chaired the committee that developed
the National Assessment of Educational
Progress (NAEP).
He is the father of educational evaluation
and assessment.
He first coined the term evaluation as it
pertained to schooling, describing a
testing construct that moved away from
pencil and paper memorization
examinations and toward an evidence
collection process dedicated to
overarching teaching and learning
objectives. Because of his early
insistence on looking at evaluation as a
matter of evidence tied to fundamental
school purposes, Tyler could very well
be considered one of the first proponents
of what is now popularly known
as portfolio assessment.
Tyler designed methods of evaluation
particular to the experimental variables
of the Eight-Year Study.
Tyler continued to cultivate his ideas on
the rationale, using it in a syllabus for his
course on curriculum and instruction and
eventually publishing it in 1949, under
the title Basic Principles of
Curriculumand Instruction.
1992-2012 Peter F. Oliva Described how curriculum change is a
cooperative endeavor.
Teachers and curriculum specialist
constitute the professional core of
planners.
Significant improvement is achieved
through group activity.
The Oliva Model is linear, deductive, and
prescriptive, and it combines a scheme
for curriculum development and a design
for instruction.
The Oliva Model suggests a system that
curriculum planners might wish to follow
and it serves as a framework for
explanations of phases or components of
the process for curriculum improvement.
