What Is The Curriculum Theory Of Curriculum

Purpose – Clean up this area. Anything that repeats pull to the conclusion.

Do to the increasing need to identify the reason for the variance in students’ academic performance (Ellis, 2004); the need to hold educational practitioners accountable leads educational practitioners primarily concern with actions and results, (Johnson,1967). As such, Johnson argues that “educational researchers have traditionally been more concerned with improving education rather than understanding it,” (p. 127). For this reason, the purpose of this literature review is to study curriculum theory and the diversity in curricula (i.e. definitions, characteristics, and functions), which may aid in describing the relationships and influences it has on the course taking patterns and trajectories of high school students. With recent research on high school curriculum shifting from examining curriculum from a path-like knowledge to a more map-like knowledge

Researchers (Morris & Hamm, 1976; Ellis, 2004; Beauchamp, 1982) assert in their research that although literature around curriculum theory provides definitions that are inconsistency, school districts, and scholars who emerge themselves in the study of curriculum reach some consensus on its definition. To that in, our initial research question stems from examining if The Oxford English Dictionary definition of curriculum proves sufficient in providing a detailed justification of the term or does it merely scratch the surface of age-old discussion about why is there such controversy centered around the variance in the meaning of curriculum theory? Having a Latin origin equaling that of a course or career, Ellis (2004) records The Oxford English Dictionary’s definition of curriculum as “a course: specifically, a regular course of study or training, as at a school or university,” (p.