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Curriculum theory (CT) is an academic discipline devoted to examining and shaping educational curricula. There are many interpretations of CT, being as narrow as the dynamics of the learning process of one child in a classroom to the lifelong learning path an individual takes.
A prolific scholar in his right, Pinar also has established a number of academic journals and scholarly organizations, founding and establishing Journal of Curriculum Theorizing, founding the Bergamo Conference on Curriculum Theory and Classroom Practice, as well as the founding and presiding over the International Association for the Advancement of Curriculum Studies.
Descriptive theories of curriculum explain how curricula "benefit or harm all publics it touches". [23] [24] The term hidden curriculum describes that which is learned simply by being in a learning environment. For example, a student in a teacher-led classroom is learning submission. The hidden curriculum is not necessarily intentional. [25]
William "Bill" Elder Doll Jr. (January 29, 1931 – December 27, 2017) was an American educator, author and curriculum theorist. Doll's scholarly study started in progressivism, moved to Piaget, and gradually shifted to postmodernism, chaos theory and complexity and their implications for school curriculum. [1]
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]
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]
Both theories are now encompassed by the broader movement of progressive education. Constructivist learning theory states that all knowledge is constructed from a base of prior knowledge. As such, children are not to be treated as a blank slate, and make sense of classroom material in the context of his or her current knowledge. [3]
Universal design calls for "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design". [7] UDL applies this general idea to learning: that curriculum should, from the outset, be designed to accommodate all kinds of learners. [1]