Chapter 13
 

DESIGNING PROGRAMS FOR LEARNERS

CHAPTER 1
CHAPTER 2
CHAPTER 3
CHAPTER 4 
CHAPTER 5
CHAPTER 6
CHAPTER 7
CHAPTER 8 
CHAPTER 9 
CHAPTER 10
CHAPTER 11
CHAPTER 12
CHAPTER 14
CHAPTER 15
100 Action Principles
GED 2103

 

OBJECTIVES

Learning outcomes - after reading this chapter, you will be able to:

  • Compare and contrast the major types of curriculum designs.
  • Identify the different profiles of the types of students the schools must provide for.
  • Explain the difference between junior high schools and middle schools.
  • Analyze the differences between charter schools and regular public schools.
  • Discuss the pros and cons of school vouchers, magnet schools, Comer schools, and home-based education.
  • Present either a case for or a case against the restructuring of public schools.

OUTLINE

TYPES OF CURRICULUM DESIGN, pages 464-467

  • Two categories: subject-centered and learner-centered curricula. 
  • Subject-centered: all the subjects for instruction are separated. This curriculum calls for extensive explanation and oral discourse. 
  • The fused curriculum is an attempt to decrease the number of separate subjects. 
  • In the learner-centered structure, major emphasis is given to the needs and interests of learners. 
  • See figure 13.1 on page 465 and table 13.1 on page 467.
STUDENTS SERVED BY THE CURRICULUM, pages 467-469
  • Terminal students-at risk (6%): students who generally are expected to drop out without intervention.
  • College-bound students, 50%
  • Vocational-technical students, varies
  • Destination unknown- late bloomers: students who are late in deciding what they want to do for their life career.
  • Nontraditional students: large variety of different needs.
PURPOSES OF CURRICULUM, pages 469-473
  • General education: addresses the common learning requirements for all learners. 
  • Exploratory education: designed primarily for an educational organization unique to the US-junior high school. 
Education for Career
  • Education for career: a balanced education that helps prepare a student to function successfully in the world. 
  • Carnegie Units: one carnegie unit is awarded for each class that meets for 200 minutes of formal education a week for 36 weeks in the school year.
  • Tech-prep: a vocational education program in which business and industry provide working programs during the school day as part of the school program.
  • General program: the school curriculum that meets minimum state requirements and usually provides for potential dropouts and/or late bloomers.
  • School-to-work program: a program provided by a business as an alternative program.
ALTERNATIVE CURRICULUM PROGRAMS, pages 474-484
  • Charter schools: gives families a choice among public schools. See debate on page 475.
  • Waivers: special regulations of state departments of education that allow schools to deviate from the regular state requirements.
  • Effective schools: schools that show high student achievement and are marked by certain characteristics that contribute to this achievement.  See page 477.
  • School vouchers: a type of payment certificate issued by the state to parents to help them pay tuition for their child to attend another school, often for special programming.
  • Outcomes-based education: see figure 13.3 on page 479.
  • Magnet schools attract particular types of students who have special educational needs.  See relevant research on page 481.
  • Home-based schools: educating children in the home.
  • The Comer Model: see figure 13.4 on page 483.
There are many ways to assess outcomes.

 
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