Los fundamentos normativos

EDCI 523. Curriculum Development in the Elementary School (Formerly515a). 3(3,0). This course is designed to acquaint teachers,

principals and supervisors with major purposes and goals of education in relation to our democratic way of life. Trends in curricular change are presented, and consideration is given to principles and methods of curriculum construction and revision in the elementary school. Different types of curricula are discussed. The course provides the student with a

picture of the elementary school as it exists with respect to (a) its pupils, (b) the teacher personnel, and (c) theory and practice and curriculum offerings. Students will have an opportunity to prepare units.

EDCI 524 (Formerly ED 515b). Curriculum Development in the Secondary School. 3(3,0). This course is designed to give the

teachers, principals, and supervisors a general overview of principles and methods of curriculum construction and revision in the secondary school. A survey of the essential features of the curricula of modern junior and senior high schools is included. Some time is given to the preparation of units. The course will provide the students with a picture of the secondary school as it exists with respect to (a) characteristics of its pupils; (b) the teacher personnel; (c) theory and practice of curriculum offerings, and (d) school- community relations. ( )

EDCI 538 (Formerly ED 538). Curriculum in the Middle School. 3(3,0). Curriculum in the Middle School is a study of grouping

patterns, goals, and materials of instruction unique to the needs of the child in the fifth, sixth, seventh, and eighth grades. The teacher education student will also be involved in short and long-range planning, and the development of skills in classroom management, interpersonal relationships, appraisal and diagnostic techniques for prescription writing, and measurement and evaluation of the individual and program. Graduate students taking this course will be required to engage in a research project in addition to meeting regular course requirements. (F,S).

EDCI 539 (Formerly ED 539). Instructional Methods for the

Middle School. 3(3,). In this course, theories of learning dealing with the mental, social, moral, emotional and physical development of the middle school child are implemented through instructional techniques and procedures. Stress is placed upon the appropriateness of the mode-individual, small- group or large-group for the “objective” and the learning style of the individual. The teacher education student demonstrates his competencies with students in the fifth, sixth, seventh, or eighth grades during field experiences.

EDCI 547 (Formerly ED 547). Foundations for Curriculum Development. 3(3,0). The content in this course includes both

theory and practice of curriculum development as determined by the sociological, philosophical, and psychological ramifications that manifest themselves as social and cultural change. It includes the nature of knowledge and learning theory, also. The knowledge of the process of curriculum planning and design of the curriculum is the expected outcome. (F,S)

EDCI 599. General Knowledge/Curriculum Seminar. This

course is designed to enhance the knowledge and critical thinking skills of students to enable them to use their minds well in curricular activities and every-day life situations. A formative process is used to prepare students for challenges and issues in regard to tests within the educational curriculum for teacher preparation, matriculation, and development. (F,S)

EDCI 750. Introduction to Curriculum Systems (Formerly EAC 750). 3 (3,0). The content of this course includes exploration

of forces influencing goals and curriculum planning, trends and issues,

traditional and emergent curricular designs. Current proposals for change; model for curriculum plan- ning. (F)

EDCI 751. Principles and Procedures in Designing Curriculum (For- merly EAC 751). 3(3,0). Systematic curriculum planning;

students develop models for planning, formulate plans, and outline a curriculum design for an educational setting. Theory and techniques of curriculum construction are adapted to special needs of particular schools. Prerequisite: CI 750. (S)

EDCI 752. Techniques of Instruction (Formerly EAC 752). 3(3,0). Selection criteria and survey of alternative technological and

non-technical systems for communicating content to students. This course is designed to develop individual competencies, and define objectives in terms of achiev- able student competencies.

EDCI 753. Curriculum: Elementary School (Formerly EAC 753). 3(3,0). This course is an introduction to issues, concepts, trends,

and major orientations to the elementary school curriculum. Examples of currently used curriculum materials are presented. Prerequisite: CI 750.

EDCI 754. Curriculum: Middle School (Formerly EAC 754). 3(3,0). This course is an examination of the background, development,

and defining charac-teristics of the middle school. Emphasis is given to the relationship between the variables of community setting, student characteristics, principles of learning and motivation, examples of curriculum and instructional programs and the role of the teacher. Prerequisite: CI 750.

EDCI 755. Curriculum: Secondary School (Formerly EAC 755). 3(3,0). This course is a study of the modern secondary school

curriculum including significant curriculum issues and movements of the past and present. Specific attention is given to objectives, sequence, major problems and recent developments in each secondary school program area. Prerequi- site: CI 750.

EDCI 757. Curriculum: Advanced Theory (Formerly EAC 757). 3(3,0). This course is a study of the most significant recent

developments in curricular concepts and patterns, and it is directed toward a deeper understanding of the theoretical base underlying these developments. Prerequisites: CI 750 and 751.

EDCI 758. Curriculum: Evaluation (Formerly EAC 758). 3(3,0).

This course requires extensive reading about principles and techniques of curriculum evaluation in conjunction with experience in planning a curriculum evaluation. The content includes evaluation of programs including objectives and criteria of program evaluation, evaluation models, evaluative methodologies, selection of evaluative instruments, collection and analysis of data, preparing program recommendations. (F,S)

EDCI 759. Curriculum Implementation and Change (Formerly EAC 759). 3(3,0). This course requires a review and evaluation of

theories, models, and strategies for change and recognition and use of this knowledge as a practical guide to problem solving. Prerequisites: CI 750, 751, and 757.