Historically, universities and colleges derived power not from teaching, research, or a coherent program of studies but from the right to certify and examine. Studies were loose congeries of subjects (predominated by canon law, theology and civil law) grouped around faculty…
Thus, the two settings where the notion of a curriculum did persist were Scotland and the United States.
In the United States, the development of a structure for the curriculum, in administrative and managerial terms, proceeded rapidly. However, the concept of what the realm of curriculum might be became highly diffused, and two consequences persist.
1. The curriculum as a concept, as a discrete idea, was almost without boundaries. It could mean anything from the “bundle” of programs an institution offered, to the individual experience of a particular student.
2. Systematic description, that is, an orderly, technical terminology that enhanced insights on practice and linked ideas to application, had not developed. Often faculty at work on the curriculum had to invent their own labels to describe what they did.
1. The word can connote either formal structural arrangements or the substance of what is being taught (split in definition). Most faculty would side with the notion that “the structural aspects of the curriculum had much less to do with the quality…quality instead was more importantly linked to matters of substance.”
In sum, application of the concept of “curriculum” spread in the United States, but it did not achieve the refined meaning, precise definition, or consensus among professors that standards of professional practice normally require.
1. The concept of the curriculum as a plan for learning is well developed based on a comprehensive analysis of the literature on the subject. Further field research among faculty led back to the course as the fundamental component of such a plan, not the curriculum.
3. The concept of system has been extended to consider the curriculum as a major subsystem of the university, thus opening analysis of inputs and outcomes. This approach can be characterized as “systemic curricular planning.”
One great asset of the concept of ...
Cite this document
(“Curriculum definitions and reference point Article”, n.d.)
Retrieved from https://studentshare.net/education/569369-curriculum-definitions-and-reference-point
(Curriculum Definitions and Reference Point Article)
“Curriculum Definitions and Reference Point Article”, n.d. https://studentshare.net/education/569369-curriculum-definitions-and-reference-point.
The author acknowledged the importance of increasing nursing enrollments through the baccalaureate program through the promotion of either the mandated or state regulated articulation agreements that would create a more conducive environment for learning on a more standardized and structurally evaluated approach.
In recent months, as the media and the community have complained of excessive force by local law enforcement officials, the definition for democracy appears to have been covered by the need to protect the public from police misconduct.
Overall my concept of assessing question requires the discussion of the notion of the Rule of law and how it has developed within and through the Western Notions of freedom and democracy.
The dilemma results from the fact that studies only focus on the observable aspect of religion ignoring the non-observable ones which are in fact very critical for instance rituals, ideas, religious communities, mythologies, teachings
st with over two decades worth of experience working with a multidisciplinary team dedicated to exploring preventive approaches to medicine by bringing together medical professionals, community leaders, government representatives and patient advocates. Mr X has been known to me
d paying for it fully while at the same time the employees enjoyed other benefits of health care insurance like reduced costs, family members being covered in their insurance scheme among other benefits (U.S. Bureau of Labor Statistics, 2012).
Health care costs have been on the
However, not all leadership styles are effective hence the journal gives suggestions on which leadership style to use in order to get the required output from workers.
The author gives leadership as the mechanism in which one or a
A child centered education is one based on the consideration of the development of a child in more than just education. The system considers the use of mechanism aimed developing the social character of a child. This form of system is only done mostly in