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Hollis Leland Caswell (October 22, 1901 – November 22, 1988) [1] was an American educator who became an authority on curriculum planning in schools. He directed surveys of curriculum practices in several school systems, and wrote several books on the subject.
[1] [2] [3] Courses include content on "linguistics, endangered indigenous language documentation and revitalization, language and literacy learning, second language teaching and curriculum development, and language policy and planning." [42] CILLDE also maintains an online catalogue of their "books, reports, journals, and learning materials." [43]
Curriculum studies was created in 1930 and known as the first subdivision of the American Educational Research Association.It was originally created to be able to manage "the transition of the American secondary school from an elite preparatory school to a mass terminal secondary school" until the 1950s when "a preparation for college" became a larger concern. [4]
[11] Essential questions are helpful in focusing the theme of interdisciplinary curriculum units. Essential questions are open-ended, intellectually engaging questions that demand higher-order thinking. Essential questions help teachers chose the most important facts and concepts relative to the theme and serve to focus planning efforts.
A humanistic curriculum is a curriculum based on intercultural education that allows for the plurality of society while striving to ensure a balance between pluralism and universal values. In terms of policy, this view sees curriculum frameworks as tools to bridge broad educational goals and the processes to reach them.
Acquisition planning is often integrated into a broader language planning process in which the statuses of languages are evaluated, corpuses are revised and the changes are finally introduced to society on a national, state or local level through education systems, ranging from primary schools to universities. [21]
Understanding by Design, or UbD, is an educational theory for curriculum design of a school subject, where planners look at the desired outcomes at the end of the study in order to design curriculum units, performance assessments, and classroom instruction. [1]
In traditional curriculum planning, a list of content that will be taught is created and/or selected. [4] In backward design, the educator starts with goals, creates or plans out assessments and finally makes lesson plans. Supporters of backward design liken the process to using a "road map". [5] In this case, the destination is chosen first ...