Curriculum Theory and Development

The article used curricular documents affiliated with 3 different subgenres of Catholic schooling. The author suggests a critical reading of these curricular materials for the purpose of better understanding the kinds of educational messages sent to students through a) the hagiography of saints affiliated with the schools as well as in the b) documents produced by religious orders for lay and avowed teachers meant to propagate a unique schooled experience. In the process, the author draws upon curriculum theory as a way to critique the largely unquestioned kinds of theology-as-pedagogy that become intrinsically influential for teachers and students.

How does teachers' technological pedagogical content knowledge ("TPACK") inform their instructional planning? How can this knowledge be enhanced? In an interpretivist study of experienced secondary social studies teachers' planning, we sought to discover clues to the nature and development of these teachers' TPACK-in-action as it was expressed in their planning processes.

Creative Inquiry frames learning and education as a larger manifestation
of the creative impulse rather than as the fundamentally instrumental acquisition, retention, and reproduction of information, or Reproductive Learning.
Montuori, A. (2011). Creative inquiry. In N. M. Seel (Ed.), The encyclopedia of the sciences of learning. Heidelberg: Springer.

This book provides a source of ideas, case studies and links on how to use new and emerging technologies in innovative and creative ways in the classroom, lecture hall, workshop, salon and studio in your subject specialism. Ideas and tools that apply to a diverse range of subjects which may span from A level literature, to construction, to hairdressing. We recognize the diversity of the sector and the learners and have identified key themes to promote effective teaching and learning in creative and innovative ways.

Abstract: The argument I will develop in this essay is that the foreign students are a latent human resource who can assist with overcoming English monolingualism in the Australian population. Foreign students, properly rewarded, can be a major source of skills transfer. Every one of those students is a walking compendium of language and cultural skills that Australians need to know.

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El objetivo general fue: sintetizar habilidades que ostenta el talento humano de la Universidad Autónoma de Guerrero (UAGro). La metodología tuvo fundamento en trabajo de gabinete y campo entre enero 2016 y julio de 2017. Los resultados fueron: 1) habilidades y destrezas particulares para hacer frente a la economía globalizada, 2) optimar capacidades de investigación-docencia, desarrollo tecnológico e innovación y 3) realizan sus actividades con calidad, dedicación y pertinencia en los quehaceres de docencia, investigación, tutorías y difusión cada vez más con inclusión social. Las conclusiones fueron: a) el capital humano compuesto por los profesores-investigadores es de alto nivel 135 forman parte del Sistema Nacional de Investigadores (SIN) y b) el capital humano que se forma en los Posgrados de Padrón Nacional de Calidad (PNPC) con 29 maestrías y dos doctorados reconocidos por el Consejo Nacional de Ciencia y Tecnología (Conacyt).

The importance of senior secondary school physical education (PE) is underscored by the assessment of learning outcomes being linked to future access to higher education, employment and further training. Yet within the broad spectrum of PE studies, the investigation of senior secondary school PE has been limited. This article serves the purpose of exploring the key concepts and themes from senior secondary PE syllabi across Australian states and territories. The Leximancer text-mining software was applied as an innovative tool for the exploratory conceptual and thematic analyses within the Curriculum Analysis of Senior Education in Physical Education (CASE-PE) study. A number of similar themes emerged within the CASE-PE study from across the state and territory senior physical education syllabi, including skills, physical, learning, assessment, study, use, performance and training. A number of themes were unique to each state and territory and major concepts had differing levels of ...

Good design has become a major strategic factor in enabling companies, organisations and institutions to achieve and maintain a sustainable advantage. Having trained as a professional designer, Paul Kleiman casts a critical designer's eye on some of the problems that confront those learning and teaching in higher education. He finds that poor design lies at the heart of many of the problems, and he offers ten established principles of good design for designing educational curricula and systems.

Se plantea una estrategia detallada para diseñar currículos teniendo en cuenta las exigencias de cada contexto. Siendo así, se delimita el contexto desde tres niveles: macro, meso y micro. En el nivel micro se reconocen los actores principales y de cada uno se identifican sus intereses-necesidades. En este sentido se propone un proceso riguroso para formular currículos pertinentes y útiles.

The “Decolonising the Curriculum” initiative has a long history at the School of Government, University of Birmingham, going back to a Curriculum Away Day organised in November 2018, with the enthusiastic participation of over thirty colleagues across all three of the School’s departments. The vibrant discussions, which were guided and facilitated by Meera Sabaratnam (SOAS, University of London), demonstrated both colleagues’ desire for stronger engagement with this agenda as well as the challenges that lay ahead. This collection of material was drafted in August 2020 as a way of tackling some of these challenges. We aim to take this agenda forward, firstly, by identifying a background and the rationale behind the “Decolonising the Curriculum” initiative. We continue by offering practical strategies that may be deployed by colleagues who wish to review their pedagogical approaches, including a list of relevant websites and FAQs. Finally, we include a section on students’ views on this agenda, as well as a range of reflective pieces drafted by colleagues, from across the three departments, who have sought to think about how they approach learning production within their teaching. We hope the collection will prove a useful and valuable resource.

This dissertation is about curriculum decision making in vocational-technical education. It goes into the decision making process in so-called curriculum conferences, which are multiple day meetings of stakeholders of educational programs at national level. Before the meetings empirical research has been done to inform the participants in the meetings (typically a group of 12-18 persons). This research is about trends in the subject domain, views of experts, perceptions of employers, experiences of alumni, information from teachers, and analyses of curriculum materials. The results of the various sources of information were extensively discussed, and informed deliberation took place to decide upon the intented learning outcomes which should be included in the curriculum. Video-based transcriptions of the deliberations together with pre- and post measurement of opinions of the stakeholders regarding the learning outcomes showed that there was significant convergence of opinions of the participants, and that this convergence was bigger than the post-conference divergence of opinions. This resulted in the main conclusion that curriculum conferences result in stable conclusions which are robust of a period of time after the meeting. The stability of agreement was attributed to the informed deliberation about the curriculum content.

Speaking at the launch of a new curriculum for primary , middle and secondary schools, Madam Mardea Herring-Mensah, Director for Excellence Curriculum Development and Textbooks Research at the Ministry of Education Republic of Liberia is quoted as :  “Instead of going back to a content-based [curriculum] that didn’t derive skills, we decided to go to a competency-based [curriculum], that no matter, whether students drop out of school, they will have the skills to move on in life” (Ballah A. 2018).  While this endeavor is welcomed, unless teachers have the opportunity to be trained in the usage of the new tool, through accessible continual professional development alongside the introduction of Competence based framework into teacher training institutions, the effort might just be unfruitful and perhaps a waste of resources.  This paper examines the challenges faced during the implementation of the former “Content-Based Curriculum” and how such challenge might derail the full implementation of the new “Competent Based Curriculum”.

If education is supposed to be a preparation for life, then, for what kind of life is a curriculum to be a preparation? And what counts as knowledge and teaching in a pluralist society? Perhaps these questions have already been made redundant by political and economic events.

Should educationists in the 1990s just retire gracefully and gratefully from the scene to write their biographies and autobiographies? I ask this, only in part whimsically, because the real curricula in this age of mass information have been taken out of the hands of educationists by the great global systems of information processing, image making and attitude forming. The most powerful narratives in circulation that frame experience, provide grist for mass reflection, judgement, appreciation and reasons for action are part of a global industry, generated for reasons of profit, power and control not education. That reforms in education are made by politicians in the name of preparing for the life created by the economic challenges of the new world order at least points which of the two - education or political economy - is really the motivation behind the school curriculum. But this is old news.
So what's changed? Where are the openings, margins, gaps in the old structures that provide the possibility for alternatives? It is claimed that some changes, or at least some sort of a sense of the end of an age has occurred since the 1960s - or is it that a certain group of post-war 'baby-boomers' has reached the age of nostalgia and self-importance? This change, it is claimed is the sense of an ending for Modernism and the period we are in is to be characterised as Post-Modernist. The debate, if nothing else, provides some useful distinctions and issues for reflection.

El diseño curricular debe buscar pertinencia y utilidad desde y para cada realidad en la cual se va a aplicar. Así, se plantean conclusiones de estrategias para identificar los intereses y necesidades de los actores construyendo cada currículo.

The following research papers discuss how the Middle Years Programme (MYP) focusses with a strong emphasis on collaboration within the various Expressive Arts Departments including Music, Drama, Art, and Visual Arts and how these are used to conceptualize the learning for students through being natural inquiries within the Baccalaureate programme. How the International Baccalaureate programme is structured with reference to the Middle Years Programme and what provisions should be catered for and adhered to in terms of assessments and the four criteria's, which evaluated twice per year for Knowing, Understanding, Developing Skills, Thinking Creatively and Responding. Concluding that most educators have to incorporate stimulating and interesting lessons for students to follow and conclude their personal projects, which could be a composition, a performance to the wider audience and community through public performances. They can also annotate their work in their project journals and show their progress and understanding over a period of time. Thinking independently and developing these skills contributes to the students emotional and academic needs, which allows them to flourish into responsible lifelong learners, understanding how to respond to their own ideas, questions and allowing them to see the bigger picture within a global context. The conclusion that the Middle Years Programme, especially within the Creative Arts Departments, allows students to progress and conclude their International Baccalaureate Programme and encompasses inquiry-based learning. The purpose of these aims is to allow each individual student to flourish and expand their understanding of the importance of Arts programme and how it relates within a Global context whether creating music, performing a drama play or being a genuine human being through exploring their creative talents and expressing themselves.

Los currículos deben estar alineados para que todos los elementos aporten de manera significativa al logro de los objetivos. Esta alineación debe ser rigurosamente planeada, para lo cual este trabajo plantea una estrategia para que las experiencias de formación tengan coherencia entre sus diferentes elementos.

While articulating the curriculum design process of the Diploma in Entertainment Arts, existing and new categories used in the design of the only academic programme of its kind in South East Asia have been considered alongside the reading of Hilda Taba's 1967 book Curriculum Development: Theory and Practice. Major and minor themes have been identified from data derived from its 4 years of implementation. Proposed new categories are strengthened as a result.

The following research paper will investigate the importance of the Reggio Emilia Approach within Music Education in an International School setting. A case study from a Top Independent College in Mexico where the focus for the Daycare, Early years, Reception and Nursery classes is a combination of the International Early Years Curriculum and Reggio Emilia inspired teaching. Several prominent researchers including Burgess Wood et al., 2015 have researched the benefits of introducing the Reggio Emilia Approach in a school curriculum. Teachers' assessment of their own and their learners' musical skills and knowledge contributed to their improved practice in music education. Study findings also supported the co-constructed design of the professional development model and confirmed the importance of researcher flexibility toward participant needs, practices, and the influence of setting on the mentorship. The model holds promise for future collaborations between music and early childhood professionals and asserts the value of site-specific engagements. Teaching the Reggio Emilia Approach within an International School can be exciting for a music teacher to explore. They allow learners in early years develop their analytical and critical skills preparing them for the Primary Years Programme (PYP) or International Primary Curriculum (IPC). Learners in Day Care, PreSchool and Reception are given the opportunity to be creative by exploring their musical ideas and perceptions through the use of Orff Instruments and melodic and non-melodic percussion instruments. They will understand how chords are created by adding three notes together that forms the chords. These are good exercises to train their ears to differentiate between the major and minor chords and understand how these work within music. Through the use of music technology, learners have the opportunity to explore the various timbres available for them and how to distinguish between brass and woodwind instruments for examples. For they have listened to various examples demonstrating that there is a difference between a saxophone, which is a woodwind instrument and a trumpet, which is classified as a brass instrument. The difference between the various elements of music. Whether music that they listened to are fast or slow music. Whether it affects their emotions and how the composers use melodies to create different textures. It is an informative way to learn music in an exciting programme which the learners particularly enjoy. For International teachers exploring the Reggio Emilia Method of teaching for music education can allow learners to grow and experience new ideas and perceptions, allowing teachers to make lessons exciting and fruitful experience for learners to attend the music education classes.

Diseñar currículos es una actividad que se hace de manera cotidiana en los contextos educativos, pero no siempre son pertinentes ni tampoco útiles. Por lo tanto, este libro plantea una estrategia para identificar los intereses y necesidades de los actores del contexto educativo. Se abordan temas de investigación y alineación curricular necesarios para construir propuestas de formación coherentes con cada una de las realidades.

[ The original PhD dissertation may be read and authenticated from the website of the University of Newcastle, NSW, at http://hdl.handle.net/1959.13/804346 ]

This thesis argues that foreign and second language teaching productivity can only reach its proper potential when it is accorded priority, second only to language learner productivity, amongst the many competing productivities which are always asserted by stakeholders in educational institutions.

A theoretical foundation for the research is established by examining the historical concept of productivity, and its more recent manifestation as knowledge worker productivity, especially as applied to teachers.

The empirical basis of the thesis is sourced from a chronological series of twenty biographical case studies in language teaching venues in Australia, New Zealand, Oceania and East Asia. The biographical case study methodology, although rare in applied linguistics, is justified by reference to its wide and growing application in other fields of qualitative research. The case studies are analysed for common patterns of productivity, as well as teaching productivity inhibition or failure.

It was affirmed across all of the case studies without exception that external parties could not control or even reliably predict what individual students might learn, and how well, from instances of instructed language teaching. This was regardless of the power of institutional players, external resources, curriculums or the teacher. Student belief in the immediate value of what was to be learned in a given lesson, and personal confidence in an ability to learn it were the most critical factors.

Teaching productivity was found to turn, ultimately, on the teacher's ability to influence the probability of student learning. The teacher could best influence learning probability by enhancing student motivation. The most effective environments for teaching productivity were seen to be those where the teacher was professionally equipped and politically enabled to exercise judgements which maximized opportunities for student language learning productivity. A negotiated pact concerning both curriculum and method often proved effective, especially with mature students, and at times required some deception of institutional authorities.

Empirically, the encouragement of reciprocal learning relationships between teacher and students was found to be powerfully enabling for language teaching productivity in the case studies.

In many venues a small but effective minority of 'intimate learners' were also able to leverage their language learning productivity by forging more personal relationships with the teacher.

The wider cultural paradigm within each of the countries represented in the case studies sanctioned different paths and limitations for both language learners and teachers, and hence was seen to influence teaching productivity in critical ways. It was found that under certain conditions, notably (but not exclusively) those prevailing in many East Asian educational institutions, that certification of foreign language skills had a higher cultural, employment and monetary value than the actual ability to exercise foreign language skills.

A negative influence on teacher productivity in many of the case studies was an ignorance about language learning and teaching amongst institutional players. The disregard of language teacher professionalism was fed by a belief that being able to speak a language was all that was necessary to teach it, and reinforced by misinterpreting the meaning of test results. Related to this, an imbalance of power relationships between teachers or students with other institutional interests was consistently found to interfere with teaching and learning productivities. Overall, the model of productivity understood in institutions instanced by the case studies tended to reflect a 19th Century economic paradigm of capital, raw materials (students) and labour (dispensable classroom workers) rather than any more sophisticated grasp of knowledge worker productivity.

It was demonstrated in the context of the case studies that productivity, and in particular knowledge worker productivity, is a complex concept whose facets require detailed analysis to arrive at a proper understanding of the role that foreign and second language teachers play in educational institutions.

Textbooks are considered as prime sources of learning in schools. This is one reason why governments all over the world influence the preparation of curriculum and school level instructional materials. Textbooks are prepared by government and private sectors. This paper looks into the dynamics of textbook development process including the preparation of syllabi in the NCERT, an autonomous organisation set up by the Government of India. It is observed that till 2005, NCERT had been successful in bringing eminent scholars, educational activists,
experts and teachers together in bringing out school textbooks as envisaged by Education Commission 1964-66, but they failed to excite children. The syllabi and textbooks prepared in the post NCF-2005 period are based on different development process in which eminent scholars, experts and educational activists and teachers participated and contributed in a collective manner. The new textbook development
process gives greater emphasis on pedagogical aspects of knowledge contained in school textbooks. This paper also observes that there is scope for further improvement in the textbook development process. This can be achieved by strengthening a few aspects associated with the requirements cf textbooks. This will help in building capacity of state and non-state agencies in taking forward curricular reforms envisaged by National Curriculum Framework - 2005.

The purpose of the study/research is to find out the value of teaching practice in learning to teach from the student’s teachers of the University of the Western Cape and the Cape Peninsula University of Technology.  It mainly targets those students doing their final year of B Ed. Foundation Phase under the Initial Teacher Education Programme.
Recently, the preparation of teachers in ITE programmes has become a particular priority within the increased global and local emphasis on quality teaching and learning in the 21st century, especially with regard to specialized areas of knowledge and how to organize relations to professional knowledge and practices. The main research question guiding the study focuses on student’s teacher’s experiences of Teaching Practice (TP) in Initial Teacher Education Programmes.
The objectives of the study centers on discovering how students teachers are prepared for their teaching practicum, identifying which teacher training components qualifies student – teachers to teach, exploring how student teachers are supported during their teaching practicum experiences in schools and investigating on which knowledge and skills are student – teachers expected to acquire or develop during their studies to qualify to teach.
The study will apply a Social Constructivism worldview where research will be conducted through a qualitative methodology. Critical Purposive sampling and random sampling procedures will be used to select the research sample, because we are targeting information rich participants and specifics within our critical cases. Data will be collected through in depth interviews and focus group discussions from all the participants. The unit of analysis is the student teachers experiences of teaching practicum and Unit of observation is the pre service program. Content and thematic analysis will be used in analyzing the research data.

For many decades during the 20th century, the majority of educational institutions across the United States had imposed prescribed curricula on their curriculum users (teachers, administrators, and students). The users had very little input or feedback in the process. Because of their non-involvement, teachers, in particular, had to implement and follow largely contradicting directives with hardly any conviction. This situation led to an obvious disconnect between curriculum and instruction. Several schools of thought made great strides to deal with this issue, notably, the progressivist-experimentalist thinkers, who called for making teachers not only active participants but also most accountable in the process of curriculum development, from conceptualization, to design, to implementation, to evaluation, to finally, revision and improvement.
In what follows, I will allude to the place of the teacher within two major components of curriculum development; curriculum design and instructional design. I will explain the theoretical foundations of curriculum development in my workplace. I will also suggest a few practical implications for teachers to integrate approaches for developing curriculum and managing instruction for all learners. I will then refer to current issues and future trends in the fields of education and curriculum and analyze strategies for improvement in both fields. Finally, I will conclude with my own thoughts and aspirations for fundamental, not superficial, change.

This thesis considers the recontextualisation of African music in formal South African curricula. The research is situated in South Africa, where post-apartheid education policy promotes the inclusion of indigenous knowledge in the curriculum. The research is motivated by a problem of
disjuncture in the national upper secondary curriculum’s ‘Indigenous African Music’ stream. While African music is the focus, the theory of music component is drawn from Western art music and
seems to have little relevance to African indigenous music practices. Identifying a fundamental clash of the practical and the theoretical in this curriculum, the thesis sets out to explore what knowledge
types are included in this and one tertiary curriculum, how these are articulated, and their potential for integration, coherence and knowledge-building. African music’s place in formal curricula is
relatively recent, and the literature attests that a clash between ‘Western’ and ‘African’ content is a common problem. Yet while this literature critiques Western hegemony and argues for the
significance of African knowledge, little scholarly enquiry takes up the question of knowledge integration. Current trends in the philosophy of music education critique text-oriented curricula based on canonical works and promote individual experience and procedural knowledge, resulting in a binary that overlooks the fact that music exists on multiple levels at the same time.
Concepts drawn from Basil Bernstein and Karl Maton highlight what counts as curriculum and make visible the ordering principles of curricula. They allow differentiation between knowledge types,
practical knowledge based on performance skill, theoretical content, or axiological meanings focusing on musical significance. When these theories are brought to bear on African music curricula, the conflicts can be understood in terms of knowledge types, their differing structures and their capacity for knowledge-building. This qualitative research explores these issues in two case studies through text-based analysis and empirical research. Data was collected through document
analysis, observation and interviews. Bernstein and Legitimation Code Theory (LCT) provided theoretical and analytical lenses for data coding, organisation and analysis.
The study provides much needed theorising about the recontextualisation of African music. It proposes a model, developed from the theoretical implications of the research, to theorise about different knowledge types and their relationships with each other. In the curricularisation of different music practices, the model illustrates the complexity of musical knowledge, demonstrating how different knowledge domains contextualise each other. It shows the dialectic relationship between musical knowing and musical knowledge, and the importance of negotiating boundaries between knowledge types.

We must make clear," Pinar writes, "that education coursework is intellectual work, not simply the sharing of personal experiences in the classroom and popular prejudices about 'effective' teaching" (180-181). The book is organized as a collection of ten essays (divided into five sections), all woven together around a core set of themes, primary of which is the idea that curriculum is a "complicated conversation." Beyond the self-reflection of everyday practice, Pinar engages the intuitive learner and directs us towards new ideas and relevant knowledge. He questions our methods as educators and questions the limited involvement of unrestricted teaching. Pinar looks to the curriculum field (perhaps a bit hopefully) as a cultural space from which it might be possible to wage a counter movement in public education by teachers and teacher educators to take back, and to reassert intellectual and academic freedom. As we begin to introduce our theories, beliefs, and practices we ask ourselves, "What knowledge is of most worth (210)?

A discussion paper exploring issues relating to curriculum design. This was created to provide stimulus for theoretical thought about how to go about researching the development of the new curriculum in Wales. I consider how curriculum can be defined, different models of curriculum, and the place of knowledge within these. I also experiment with an analogy related to meals and curriculum design.

The transition economies of today are striving to generate human resource in order to support the requirements of industrialization and developments. The governments of developing economies have essentially dedicated policies for capacity building to develop skilled labor in fashion and textile sectors. As we stream ahead in this development it becomes necessary to analyze if the design curriculum could support the need of generating skilled labor from existing education systems. This study aims to provide the students, academic organizations , teachers , industry and the stakeholders a very precise understanding on what subjects are taught in the courses and what importance do they serve finally. Further on, the aim of the work is to justify the rationality of the formation of general socio-cultural competence in the process of fashion education in studying the processes in developing economies. The analysis of curriculum is based on Competency-Based Education model which exhibits the credibility in various competence areas that are required to support the growth of developing economies and the individual in a multi-dimensional way. The curriculum are selected and studied from the two government universities in Ethiopia and Ukraine.

The use of conceptual frameworks in the conduct of qualitative research was an approach of choice in the first two-thirds of the twentieth century for researchers linked to the Chicago School of Sociology, a research tradition in which much of contemporary qualitative research is rooted. With the publication of Glaser & Strauss’s (1967) The Discovery of Grounded Theory, induction became associated with qualitative research and, for many researchers, prior conceptual frameworks, or deductive qualitative research, became suspect.  The purpose of this paper is to review arguments for and against prior frameworks in qualitative research.  I show that the procedures of analytic induction and grounded theory work well together and that theory-guided research has many advantages.  I call this hybrid of the two approaches deductive qualitative analysis.

A close reading of mainly three required sources (Ornstein & Hunkins, 2009; Tanner and Tanner, 2007; and Coyne et al., 2007) have left an immense impression on me as to the depth, breadth, and adaptability of the fairly new field of curriculum development (which evolved between 1918 and 1949, the year that marked its independence as a scientific field of study) within the wider, much older, and more complex field of education. Through the several and challenging writing and discussion assignments, I was able to cultivate a comprehensive perspective on the process of curriculum development, from conceptualization, to design, to implementation, to evaluation, to finally, revision and improvement.

Business education is at a critical juncture. How are we to justify the curriculum in undergraduate business awards in Aotearoa New Zealand? This essay suggests a philosophical framework for the analysis the business curriculum in Western countries. This framework helps us to see curriculum in a context of global academic communities and national needs. It situates the business degree in the essential tension which modernity (Western metaphysics) creates and which is expressed in an increasingly globalised economy. The tension is between those who insist that the degree is to serve modernity and those who hope that it may contribute to a new era of justice and harmony with nature. One critical battle ground for the business curriculum is the subject Business Ethics. The business ethics curriculum often indicates the intention of the business ethics degree itself. Kant's distinction between heteronomy (rule following) and autonomy (making your own decisions) provides us with a means to judge the purposes of business ethics courses: there are courses which seek to produce reliable and compliant (heteronomous) employees, and there are those which seek to produce independent creative (autonomous) human beings. The question for this conference is: what do we as business educators see as our task?

Öz Araştırma Elliot Eisner'in Program Planlama Modelini sunmak ve güncellemek amacıyla hazırlanmıştır. Eğitim programları alanında Taba'nın, Tyler'ın ve Skillbeck'in program geliştirme modelleri gibi bir çok model bulunmaktadır. Ne var ki Eisner'in program geliştirme modeli çok fazla bilinmemektedir. Eisner'in program değerlendirmeye ait düşünceleri daha ön plana çıkmaktadır. Bu araştırma Eisner'in eğitim programları hakkındaki programı planlama gibi daha az bilinen düşüncelerine odaklanmaktadır. Araştırmanın yöntemi kapsamında betimsel analiz yürütülmüştür. Literatür tarama tekniği kullanılmıştır. Bulgulara göre Eisner sistem yaklaşımını kabul etmekle birlikte, programı planlama sürecinde öğretme işine daha fazla odaklanmaktadır. Ayrıca, değerli ancak önceden tahmin edilemez olan anlamlı hedeflere dikkat çekmektedir. Anlamlı hedefler tanımlanamaz ancak çağrışımsaldır. Bir problem durumunda ya da dersin hedefleri dışında oluşabilir. Lunenburg ve Ornstein, söz konusu bulgular ışığında Eisner'in Program Planlama Modelini oluşturmuştur. Model anlamlı hedefleri ve öğretme boyutunu barındırmaktadır. Araştırma bu modeli sunmaktadır. Ek olarak, araştırmacının görüşlerine dayanarak, modele eklemeler yapılabileceği düşünülmüştür. Araştırmacı Eisner'in görüşlerine dayanarak modeli yeni bir aşama ekleyerek güncellemiştir. Sonuç olarak Eisner'in Program Planlama Modeli araştırmacı tarafından tekrar şekillendirilmiş ve güncellenmiştir. Anahtar Kelimeler: Program Planlama Modeli, Eğitim Programı Geliştirme, Anlamlı Hedefler Abstract The aim of this research is, to present and also update the Curriculum Planning Model of Elliot Eisner. There are too many curriculum development models like Taba's, Tyler's, Skillbeck's and so on in the curriculum field. But Eisner's curriculum development model is not so much known in the field. Eisner's curriculum evaluation thoughts are much more famous. The research is focusing to the less unknown part of Eisner's Curriculum thoughts like curriculum planning. The methodology of this research depends on descriptive research. Literature review technique was used. Eisner accepts system approach and in addition, much more focused on teaching in curriculum planning progress. Eisner criticize ignoring the teacher and teaching while planning the curriculum. Also, Eisner points expressive objectives that are valuable but unpredictable. Expressive objectives are associative, not definable. They can occur in a problem situation or apart from lesson objectives. In the light of these thoughts, Lunenburg and Ornstein filtered and constructed the Curriculum Planning Model of Eisner. The model has expressive objectives and teaching dimensions. The research presents this model. Additionally, by the view of the researcher, some adding can be done to the model. On the basis of Eisner's thoughts, researcher updated the model with one more phase. As a result, Eisner's Curriculum Planning Model is updated and formed again by the researcher. Giriş Eğitim programı kavramını tanımlamak esasında oldukça zor ve bakış açısına göre değişkenlik gösteren bir konudur. Türk dil kurumundaki karşılığı olarak bakıldığında eğitim programı, eğitimi düzenleyen ve yönlendiren sistem olarak açıklanmaktadır (TDK, 2010). Ne var ki eğitim programı kavramının tarihin akışından ve dünyadaki gelişmelerden etkilenerek zamanla farklı anlamlar kazandığı, hatta bakış açılarına göre aynı dönemlerde bile farklı tanımlandığı görülmektedir. Bilimsel açıdan bakanlar somut bir eğitim programı kavramı * 29.10.2016 tarihinde ICCI-EPOK 2016 4. Uluslararası Eğitim Programları ve Öğretim Kongresinde sözlü bildiri olarak sunulmuştur.