CORE DECISIONS 1
EDUC 771 – Curriculum Theory (CURRICULUM CHANGE PLAN:
PART 4 - CORE DECISIONS) Liberty University
Curriculum Change Plan: Part 4 - Core Decisions
Lauren N. Smith
School of Education, Liberty University
Author Note
Lauren N. Smith
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Lauren N. Smith
Email:
Word Count (body only): [1667]
, CORE DECISIONS 2
Curriculum Change Plan: Part 4 - Core Decisions
Curriculum Model
Learning theories or paradigms have shaped the perspectives or models of curriculum
from the beginning of last century. Behaviourist learning theories are based on response to a
stimulus; cognitivist theories explain the mind-memory phenomena whereas constructivist
theory explains the buildup of knowledge on the previous knowledge (Khan et al., 2019). I chose
John Goodlad’s Curriculum Model as the one that resonates with me the most because of its
focus on social values. Goodlad proposes four data sources: values, funded knowledge,
conventional wisdom, and student needs and interests (Button, 2021).
John Goodlad believed that standardized testing should not be the focus of education but
rather to prepare students to be well-informed citizens. His inclusion of values reflects his belief
that goals and values are the driving forces in education. He was a strong believer that those
who teach are “moral agents.” Funded know ledge is another of Goodlad’s four data sources.
Funded knowledge is quite simply the knowledge which is gained from research. Information
gained from research is used to inform educational practices. Conventional wisdom is the third
data source. Conventional wisdom includes specialized knowledge. This includes experts in
various roles and “older” people with extensive life experiences. Students’ needs and interests
are also an important piece of conventional wisdom (Button, 2021). Data from these sources are
then used to develop educational objectives. These objects include a behavioral element as well
as a substantive element. The behavioral element includes the action of the learner and the
sustantive element referes to the content of the behavior. From these general objectives, learning
opportunities are identified (Button, 2021).
EDUC 771 – Curriculum Theory (CURRICULUM CHANGE PLAN:
PART 4 - CORE DECISIONS) Liberty University
Curriculum Change Plan: Part 4 - Core Decisions
Lauren N. Smith
School of Education, Liberty University
Author Note
Lauren N. Smith
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Lauren N. Smith
Email:
Word Count (body only): [1667]
, CORE DECISIONS 2
Curriculum Change Plan: Part 4 - Core Decisions
Curriculum Model
Learning theories or paradigms have shaped the perspectives or models of curriculum
from the beginning of last century. Behaviourist learning theories are based on response to a
stimulus; cognitivist theories explain the mind-memory phenomena whereas constructivist
theory explains the buildup of knowledge on the previous knowledge (Khan et al., 2019). I chose
John Goodlad’s Curriculum Model as the one that resonates with me the most because of its
focus on social values. Goodlad proposes four data sources: values, funded knowledge,
conventional wisdom, and student needs and interests (Button, 2021).
John Goodlad believed that standardized testing should not be the focus of education but
rather to prepare students to be well-informed citizens. His inclusion of values reflects his belief
that goals and values are the driving forces in education. He was a strong believer that those
who teach are “moral agents.” Funded know ledge is another of Goodlad’s four data sources.
Funded knowledge is quite simply the knowledge which is gained from research. Information
gained from research is used to inform educational practices. Conventional wisdom is the third
data source. Conventional wisdom includes specialized knowledge. This includes experts in
various roles and “older” people with extensive life experiences. Students’ needs and interests
are also an important piece of conventional wisdom (Button, 2021). Data from these sources are
then used to develop educational objectives. These objects include a behavioral element as well
as a substantive element. The behavioral element includes the action of the learner and the
sustantive element referes to the content of the behavior. From these general objectives, learning
opportunities are identified (Button, 2021).
