Madelyn

Republic of the Philippines
SORSOGON STATE UNIVERSITY

Sorsogon City Campus
Magsaysay St., Sorsogon City
E-mail Add.: ssc@sorsogonstatecollege.edu.ph
PROF EDUC 5 – THE TEACHER AND THE SCHOOL CURRICULUM DEVELOPMENT

WITH EMPHASIS ON TRAINERS METHODOLOGY I AND II
Professor: Marites Carreon

Topic: Researches on Curriculum Development (International/ Foreign)
Reporters: Jeffrey Ermino
Madelyn Lagunsin
Jerico Gopez
_____________________________________________________________________________________
OBJECTIVES:
At the end of the lesson, students should be able to;
1. Define the importance of research in curriculum development.
2. Determine the factors that affect curriculum development in some countries.
INTRODUCTION
Research expands understanding of the fundamental aspects of human development,

learning, teaching, schools, and their environmental contexts. Research points the way to the
discovery of effective elements of curriculum, instruction, and school organization. Curriculum
research gives the evidence how much curriculum program and educational institutions work out
at the level of satisfactory to the society, policy maker, teachers, and staffs, even their students and
their parents.
DISCUSSION
International Curricula promotes international learning environment and develop global

citizens in an ever-changing global community. With the help of International Curricula, learners
will be able to explore diversity among cultures, arts, languages, environment studies, humanities
and social sciences and of course mathematics in a global and complex context. The focus in
International Curricula is not only on academics but also on making the students 21st century
citizens. And the most important reason for relevance of curriculum could be evaluated through
CURRICULUM RESEARCH. Below are some of the research that had been conducted in Foreign
or International countries that studied Curriculum Development as part of their researches.
1. Curriculum Development Based on Online and Face-to-Face Learning in a

Saudi Arabian University (Alashwal, May 2020)
ABSTRACT. This research examined curriculum development in an academic program
with respect to graduate education-level methods of teaching. Numerous studies have suggested
that educational curricula should be redeveloped based on Web 2.0 technologies. The purpose of
this research is to analyze student perspectives regarding curriculum development based on their
online and face-to-face learning experiences in a Saudi Arabian university. This research surveyed
95 graduate students in a Saudi university to examine their perceptions of curriculum development
based on online and face-to-face learning. The research objective was to determine students'
opinions regarding the performance and challenges of the developed curriculum. The research
design in this study was based on a qualitative analysis study of an online survey. The survey data
were analyzed and showed a consensus in favor of online learning courses. The results show that
online students highlighted the flexibility, accessibility, and balance of time management in their
personal and professional life during the course yet the face-to-face students emphasized that their
main reason for enrolling in face-to-face classes involved having better class interaction with peers
and faculties.
2. Curriculum Development: Parents Participation in Curriculum

Development (Nyamai, D.V.2021).
ABSTRACT. Curriculum development is best deemed successful when all stakeholders
effectively understand their purpose in the curriculum development process and give in their
contribution. Parents are key stakeholders in curriculum development for their inclusion brings in
the aspect of democracy and diversity within the curriculum. An effective Curriculum
development is best deemed successful when all stakeholders effectively understand their purpose
in the curriculum development process and give in their contribution. Parents are key stakeholders
in curriculum development for their inclusion brings in the aspect of democracy and diversity
within the curriculum. An effective curriculum should fully encapsulate parents’ roles including
monitoring, resource provision, and a good rapport between parents and teachers. When parents
play their part, the curriculum developed is said to be effective.
3. The role of culture in early childhood curriculum development: A case study

of curriculum innovations in Hong Kong kindergartens (Yang, W., & Li, H. 2020).
ABSTRACT. This study employed an inductive qualitative approach to understanding the
effects of local culture on early childhood curriculum development in two Hong Kong
kindergartens. A triangulation of interviews, observations and documents were established, and
cultural-historical activity theory was employed as the theoretical framework. The results indicated
that local culture played an important role in early childhood curriculum development. First, the
two cases learned from diverse models and approaches during the transformation of their curricula,
resulting in contradictory demands and motives. Then, these contradictions were, in turn, resolved
by the local culture to achieve curriculum hybridization and innovation, as well as inherit the
culture. Such findings provide valuable implications for early childhood professionals to integrate
social and cultural diversity into curriculum development and to localize imported curricular
practices so as to ensure a good fit between the curriculum and the local context.
4. New Normal: The Future Curriculum Development in Education (Kılıç, F., &
Saygılı, S., 2022)
ABSTRACT. The purpose of this study was to conduct a needs analysis concerning the
future of curriculum development in education. A mixed-methods study was conducted with a
sequential exploratory research design, where the qualitative data were collected first followed by
the quantitative data. As a needs analysis was undertaken in this research, the Delphi technique,
one of the techniques for determining needs, was employed in this study. In the first stage of the
three-stage Delphi technique, an open-ended question was directed to curriculum development
experts. The qualitative data were analyzed using a content analysis method under four themes,
Design, Development, Implementation, and Evaluation. In the second stage, a questionnaire was
prepared based on the resultant findings and experts were asked whether they agreed with the
questionnaire items. After analyzing the questionnaire data using central tendency measures, the
second stage was initiated to determine whether there were differences in their views regarding
the same questionnaire items. As a result of these procedures, first, the views of experts were
obtained on the future of curriculum development and then the quantitative data were collected.
Finally, the collected data were analyzed together. Under the design stage of curriculum
development, the study findings suggested creating curriculum drafts based on the needs analyses,
skills, and abilities and ensuring their suitability to digital platforms. Under the development stage,
the results suggested preparing curriculum with interdisciplinary approaches that value student-
centered practices, skills, values, and activities. The implementation stage included inclination
towards practices such as creating digital content and guiding towards social accountability
projects that eliminate the disadvantages of distance education. Lastly, the evaluation stage
included effective use of digital platforms, taking safety precautions, and providing counselling
services.
5. Teachers’ Voice: Teacher Participation in the Curriculum Development

Process (Baş, Gökhan and ŞENTÜRK, Cihad. 2019)
ABSTRACT. The purpose of this research was to understand the phenomenon of

participation in the curriculum development process through the eyes of teachers. In this research,
qualitative instrumental case study design was adopted. The participants of this research consisted
of teachers (n = 27) working in five public high schools in the province of Niğde, Turkey. The
data of the research were collected by using a semi-structured interview form. For the data analysis,
content analysis was used to identify the concepts and relations regarding the collected data. In
this research, thick descriptions, prolonged engagement, expert examination, and participant
confirmation techniques were used to provide evidence for the trustworthiness of the findings. The
research identified four sub-categories for each main category, including curriculum development
at the central level and curriculum development at the local level.
6. Inclusive Education Curriculum Development for Indigenous Students in

Papua (Marpaung, R. W., Sinaga, S. B., & Womsiwor, S. 2022)
ABSTRACT. A number of Emerging issues on education in Papua have been trending

topic in national education for years. The objective of this research was to describe the curriculum
development of inclusive education for Indigenous Students of Papua. The research was
carried out in three integrated schools (Sekolah Satu Atap) where inclusive education has been
successfully provided. Those schools are integrated school of Boven Digoel, Integrated School of
Wasur, and SMA Negeri 1 Merauke. This was a descriptive research design by applying
qualitative approach in analyzing the data. The data were collected through observation,
interview, and documentation. The secondary data were collected through library study. The
schools in Merauke Region and Boven Digoel Region became the object of the research. The result
showed that those three integrated schools developed a special curriculum for inclusive
education on Indigenous students of Papua. A large number of local wisdoms were internalized
into special curriculum to support contextual learning for indigenous students of Papua. Those
integrated schools can be benchmark for other regions outside Papua to develop special curriculum
for inclusive education.
CONCLUSION/RECOMMENDATIONS
All countries have their educational goals for their compulsory education sector. And
understanding the context of curriculum development can help educators who want to become
more influential in the development of educational policy and practice. Teachers can choose what
students will need to learn by carefully and methodically analyzing the curriculum development.
Deep research and analysis are done in the early stages of the process to make sure that students
receive the best education possible. Understanding of the fundamental elements of human
development, education, learning, and schooling, as well as their environmental contexts, is
expanded by research.
REFERENCES:
Alashwal, M. (2020). Curriculum development based on online and face-to-face learning in a

Saudi Arabian University. Journal of Curriculum and Teaching, 9(3), 141-148.
Nyamai, D.V. (2021). Curriculum Development: Parents Participation in Curriculum

Development. Academia Letters, Article 1331. https://doi.org/10.20935/AL1331.
Yang, W., & Li, H. (2020). The role of culture in early childhood curriculum development: A case
study of curriculum innovations in Hong Kong kindergartens. Contemporary Issues in Early
Childhood, 23(1), 48–67. https://doi.org/10.1177/1463949119900359
Kılıç, F., & Saygılı, S. (2022). New Normal: The Future Curriculum Development in Education.
Education Quarterly Reviews, 5(2), 202-215.
Baş, Gökhan and ŞENTÜRK, Cihad. (2019). Teachers’ Voice: Teacher Participation in
Curriculum Development Process. i.e.: inquiry in education: Vol. 11: Iss. 1, Article 5.
Marpaung, R. W., Sinaga, S. B., & Womsiwor, S. (2022) Inclusive Education Curriculum
Development for Indigenous Students in Papua. In SHS Web of Conferences (Vol. 149, p.
01023). EDP Sciences.

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Republic of the Philippines

SORSOGON STATE UNIVERSITY

PROF EDUC 5 – THE TEACHER AND THE SCHOOL CURRICULUM DEVELOPMENT

Professor: Marites Carreon

Research expands understanding of the fundamental aspects of human development,

International Curricula promotes international learning environment and develop global

1. Curriculum Development Based on Online and Face-to-Face Learning in a

2. Curriculum Development: Parents Participation in Curriculum

3. The role of culture in early childhood curriculum development: A case study

5. Teachers’ Voice: Teacher Participation in the Curriculum Development

ABSTRACT. The purpose of this research was to understand the phenomenon of

6. Inclusive Education Curriculum Development for Indigenous Students in

ABSTRACT. A number of Emerging issues on education in Papua have been trending

Alashwal, M. (2020). Curriculum development based on online and face-to-face learning in a

Nyamai, D.V. (2021). Curriculum Development: Parents Participation in Curriculum

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