EDUC 872-Curriculum Research Paper_Tammy Baysden (Week 6)

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CURRICULUM RESEARCH 1 Curriculum Research Paper Tammy Baysden School of Education, Liberty University Author Note Tammy Baysden I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Tammy Baysden Email: tbaysden@liberty.edu

CURRICULUM RESEARCH 2 Curriculum Research Paper Curriculum design, a deliberate and systematic process, structures educational experiences for specific outcomes (Gordon et al., 2018; Mohanasundaram, 2018). Effective design, grounded in learner needs and subject understanding, involves thoughtful decisions on content sequencing. John Dewey's Progressive Education and Ralph Tyler's Tyler Rationale are influential frameworks emphasizing distinct aspects, such as experiential learning and systematic structuring (Trang, 2022; Kilebard, 1970; Hopkins, 2017; Burns, 2023). These frameworks guide purposeful curriculum design, and Proverbs 3:5-6 reinforces trust in the Lord's guidance ( New International Bible , 1978/2011). Curriculum development, encompassing program creation and ongoing refinement, involves collaborative efforts for continuous improvement (Gordon et al., 2018; Lalor, 2016). It integrates elements like design, instructional strategies, and new technologies (Gordon et al., 2018). Psalm 32:8 inspires educators to seek divine guidance in this ongoing process ( New International Bible , 1978/2011), emphasizing alignment with higher wisdom. John Dewey John Dewey was a prominent American philosopher, psychologist, and educational reformer. Dewey's early life was marked by a strong academic inclination, leading to his enrollment at the University of Vermont, where he earned his bachelor's degree in 1879 (Trang, 2022). Subsequently, he pursued graduate studies at Johns Hopkins University, obtaining his Ph.D. in philosophy in 1884 (Hopkins, 2017). Dewey's academic journey continued with faculty positions at the University of Michigan and the University of Chicago, where his scholarly pursuits in psychology and philosophy flourished (Dewey, 1957). His interest in education deepened, and he became a key figure in the

CURRICULUM RESEARCH 3 progressive education movement (Hopkins, 2017). According to Trang (2022) Dewey's groundbreaking work extended beyond academia; he actively engaged in social and political issues, aligning his beliefs with pragmatism and emphasizing the importance of experiential learning. Throughout his life, Dewey contributed significantly to educational theory and practice. His impact is evident not only in his written works, such as "Democracy and Education" (Dewey, 1916), but also in his involvement in educational experiments like the University of Chicago Laboratory Schools (Dewey, 1957). Dewey's legacy endures as his ideas continue to shape discussions on student-centered learning and the role of education in a democratic society (Trang, 2022). John Dewey - Pragmatism and Progressive Education John Dewey's educational theory finds its philosophical foundation in pragmatism, a perspective that underscores the practical implications of ideas and prioritizes experiential learning (Riga, 2020). Pragmatism, as articulated by Dewey, contends that knowledge serves as a tool for solving real-life problems, rejecting abstract and dogmatic approaches in favor of practical applications (Riga, 2020). In the educational context, this aligns with Dewey's emphasis on learning through direct experience and integrating knowledge into daily life (Wraga, 2019). His specific educational philosophy, commonly known as Progressive Education, emerged in the early 20th century as a response to Dewey's critique of traditional education's perceived rigidity and demanding (Reese, 2007). Progressive Education encompasses several key components, including experiential learning, problem-solving, social interaction, relevance to daily life, and the promotion of a democratic classroom (Hopkins, 2017).

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CURRICULUM RESEARCH 4 Dewey (1916) envisioned a shift from passive learning to active engagement, advocating for hands-on experiences that connect theoretical concepts to practical applications (Williams, 2017). Progressive Education transformed classrooms into dynamic environments where students inquire, explore, and collaboratively solve real-world problems (Trang, 2022). It aimed to make education more relevant by connecting it to students' everyday lives fostering critical thinking and social skills (Williams, 2017). Dewey's influence extended beyond instructional methods to the very structure of the classroom, promoting a democratic learning environment where students actively participate in decision-making processes (Hopkins, 2017). John Dewey - Contributions John Dewey's contribution to Progressive Education had a profound influence on reshaping curriculum design in the early to mid-20th century (Hopkins, 2017). Before Dewey's influence, traditional education adhered to a rigid, subject-centered curriculum focused on rote memorization (Dewey, 1916). Learning was disconnected from real-life experiences, and students played a passive role in receiving information (Hopkins, 2017). The curriculum emphasized transmitting information through lectures and textbooks, with minimal consideration for its relevance to students' lives (Lalor, 2016). Dewey's Progressive Education ushered in a transformative shift in curriculum design. The new approach was more student-centered, emphasizing experiential learning and the practical application of knowledge (Ye & Shih, 2021). Teachers moved away from strict adherence to textbooks and rote learning, which Brown et al. (2014) believe helps in the learning process, and began incorporating hands-on activities and real-life experiences into the curriculum, which Dewey suggests helps students learn (Williams, 2017). John Dewey - Impact

CURRICULUM RESEARCH 5 John Dewey's Progressive Education left a lasting impact on the landscape of education, ushering in transformative changes in both educational philosophy and instructional methodologies (Williams, 2017). Before Dewey's influence, education adhered to a traditional, teacher-centric model characterized by the passive transmission of knowledge through lectures and textbooks (Brown et al., 2014). The curriculum was rigid, and assessments predominantly focused on rote memorization (Brown et al., 2014). However, Dewey's impact revolutionized the educational paradigm, introducing a student-centered, experiential learning approach (Williams, 2017). Classrooms became interactive spaces, emphasizing hands-on activities and real-world experiences. For instance, the transformation in science education meant a shift from memorization to engaging experiments, fostering a deeper understanding of scientific principles (Ye & Shih, 2021). In mathematics, Progressive Education altered the emphasis from rote memorization to problem-solving activities, encouraging students to apply mathematical concepts in real-world contexts, cultivating critical thinking skills (Wright et al., 2022). John Dewey - Analysis Progressive Education is a significant and beneficial addition to the field of education due to its emphasis on student-centered, experiential learning (Williams, 2017). The theory aligns with my stance that education should be a positive and engaging process where students actively participate in their learning journey. Dewey's approach, with its focus on hands-on activities, real-world experiences, and problem-solving, provides students with opportunities to apply theoretical knowledge to practical situations (Williams, 2017). This not only fosters a deeper understanding but also cultivates critical thinking skills essential for navigating the complexities of the world, as suggested by Williams (2017). From a Christian educator's perspective,

CURRICULUM RESEARCH 6 Progressive Education aligns with the biblical principle of nurturing individual gifts and talents. Proverbs 16:3 ( New International Bible , 1978/2011) encourages committing one's work to the Lord, and Progressive Education, by recognizing and developing each student's unique abilities, resonates with this scriptural wisdom. Additionally, the collaborative and democratic aspects of Progressive Education echo the biblical call for unity and shared responsibility within a community (Gibbon, 2019). Ralph Tyler Ralph W. Tyler, born on April 22, 1902, in Chicago, Illinois, was an influential American educator and psychometrician. Tyler's academic journey began at Doane College, where he completed his undergraduate studies. He went on to earn his doctorate in educational psychology from the University of Chicago in 1927 (Rubin, 1994). Tyler's career spanned various roles, including teaching at Ohio State University and serving as the Director of the Division of Measurement and Research at the U.S. Office of Education. His work at the latter institution contributed to the development of standardized testing and educational assessment practices (Schul, 2015). According to Schul (2015), Tyler gained widespread recognition for his leadership in curriculum development. His significant contributions include the publication of Basic Principles of Curriculum and Instruction in 1949, where he introduced the Tyler Rationale, a systematic approach to curriculum design. Beyond academia, Tyler served in advisory roles for educational policies and practices (Schul, 2015). Tyler's impact on education extends to his roles as a researcher, author, and advocate for evidence-based curriculum design (Pugach et al., 2020). His emphasis on clear educational

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CURRICULUM RESEARCH 7 objectives and systematic evaluation continues to shape discussions on effective teaching and learning. Ralph Tyler - Tyler Rationale Tyler believed that learning experiences should be meaningful to the children and taught through instructional design. He believed they should also be based on educational experiences planned by organized schooling, and should be evaluated to see if students are learning what is being taught, if not, then the teaching become meaningless (Parks, 2010). Tyler also felt that the learning experiences should be evaluated to make necessary changes to the curriculum. Curriculum according to Tyler should say what to teach, how to teach, and how to determine if what is prescribed has been achieved (Parks, 2010). One of his major criteria in curriculum development was to identify behavioral objectives based on behavioral patterns. His model of curriculum was known as the objective model or the Tyler’s Model because of this emphasis on educational objectives, learning experiences, and educational outcomes (Gordon et al., 2018). Tyler’s approach to curriculum was referred to as the Tyler’s Rationale (Parks, 2010). The Tyler’s Rationale involves a step-by-step procedure for selecting educational objectives to develop a curriculum plan (Gordon et al., 2018). According to Gordan et al. (2018), Tyler was also concerned with learning experiences as those things the learner experiences that make him or her learn. Ralph Tyler - Contribution Ralph Tyler's notable contribution to curriculum design lies in the development of the Tyler Rationale, a systematic framework, introduced in his book Basic Principles of Curriculum and Instruction (Gordon et al., 2018).

CURRICULUM RESEARCH 8 Tyler brought a structure to curriculum design, and his model is still used by curriculum designers and educators today. The Tyler Rationale encourages curriculum designers to create purposeful and intentional curricula (Parks, 2010). Kilebard (1970), in his review, outlined The Tyler Rationale’s four-step process: identifying objectives, selecting learning experiences, organizing experiences, and evaluating outcomes. Ralph Tyler - Impact Ralph Tyler's lasting impact on education is exemplified by the Tyler Rationale, a well- ordered approach to curriculum design that significantly influenced the field of education. Prior to Tyler's influence, curriculum design lacked a structured framework, with vaguely defined educational objectives and unclear links between goals, instructional methods, and assessments. Tyler's contribution brought order and purpose to curriculum development. In social studies, for example, the curriculum underwent a shift from including historical facts without clear educational objectives to becoming more focused. Objectives are now explicitly stated, learning experiences are designed to meet those objectives, and assessment methods align with the stated goals and standards being taught (Gordon et al., 2018). Tyler's impact thus brought coherence and purpose to curriculum design, addressing the perceived lack of clarity in the field. Ralph Tyler - Analysis The Tyler Rationale is a commendable addition to curriculum design due to its systematic and purposeful approach. The Tyler Rationale provides a structured framework for educators to articulate clear educational objectives, select relevant learning experiences, and assess outcomes systematically (Burns, 2023). This approach ensures a coherent and goal-oriented curriculum, addressing the need for clarity in educational practices. From a Christian educator's perspective,

CURRICULUM RESEARCH 9 the Tyler Rationale aligns with the biblical principle of stewardship, as it encourages educators to thoughtfully plan and evaluate their teaching practices. Proverbs 4:25-27, urging believers to "let your eyes look directly forward" and to "ponder the path of your feet" ( New International Bible , 1978/2011), resonates with the intentional and purpose-driven nature of curriculum design encouraged by the Tyler Rationale. By aligning educational objectives with overarching goals and values, the Tyler Rationale provides a framework that allows Christian educators to integrate faith-based principles into their teaching practices.

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CURRICULUM RESEARCH 10 References Brown, P. C., Roediger III, H. L., & McDaniel, M. A. (2014). Make It Stick: The Science of Successful Learning . Harvard University Press. Burns, J. P. (2023). The Tyler rationale: A reappraisal and rereading. Prospects . https://doi.org/10.1007/s11125-023-09643-y Dewey, E. (1957). John Dewey . National Academy of Sciences. https://www.nasonline.org/publications/biographical-memoirs/memoir-pdfs/dewey- john.pdf Dewey, J. (1916). Democracy and Education: An Introduction to the Philosophy of Education . Macmillan. Gibbon, P. (2019). John Dewey: Portrait of a progressive thinker (Vol. 40, Issue 2). Humanities. https://www.neh.gov/article/john-dewey-portrait-progressive-thinker Gordon, W., Oliva, P. F., & Taylor, R. (2018). Developing the Curriculum . Pearson. Hopkins, E. A. (2017). John Dewey and Progressive Education. The Journal of Educational Thought (JET) / Revue de La Pensée Educative , 50 (1), 59-68. https://www.jstor.org/stable/26372390 Kilebard, H. M. (1970). The Tyler Rationale. The School Review , 78 (2), 259-272. http://www.jstor.org/stable/1084240 Lalor, A. D. M. (2016). Ensuring High-Quality Curriculum: How to Design, Revise, Or Adopt Curriculum Aligned to Student Success . ASCD. Mohanasundaram, K. (2018). Curriculum design and development. Journal of Applied and Advanced Research , 3 (4), 4-6. https://doi.org/10.21839/jaar.2018.v3iS1.156

CURRICULUM RESEARCH 11 New International Bible . (2011). The NIV Bible. https://www.thenivbible.com/ (Original work published 1978) Parks, D. J. (2010). Lest we forget our past: A leader in curriculum development—Ralph Winfred Tyler. The Educational Forum , 75 (1), 80-86. https://doi.org/10.1080/00131725.2010.528549 Pugach, M. C., Blanton, L. P., Mickelson, A. M., & Boveda, M. (2020). Curriculum theory: The missing perspective in teacher education for inclusion. Teacher Education and Special Education , 43 (1), 85-103. https://doi.org/10.1177/0888406419883665 Reese, W. J. (2007). The Origins of Progressive Education. History of Education Quarterly , 41 (1), 1-24. https://doi.org/10.1111/j.1748-5959.2001.tb00072.x Riga, F. (2020). Pragmatism—John Dewey (B. Akpan & T. J. Kennedy, Eds.). Science Education in Theory and Practice , 227-239. https://doi.org/10.1007/978-3-030-43620-9_16 Rubin, L. J. (1994). Ralph W. Tyler; a remembrance. Phi Delta Kappan , 75 (10), 784+. https://link.gale.com/apps/doc/A15436362/BIC? u=vic_liberty&sid=summon&xid=9be3fe55 Schul, J. E. (2015). The sphinx of American education: Ralph Tyler’s peculiar relationship with standardized testing. The Journal of Educational Thought (JET) / Revue de La Pensée Éducative , 48 (3), 217-238. http://www.jstor.org/stable/24894121 Sonnenberg, L. K., Do, V., Maniate, J., Chan, M.-K., Kvern, B., Prevost, B., & Busari, J. (2022). Deconstructing the ABC’s of leadership for successful curriculum development and implementation in residency education. Leadership in Health Services , 35 (1), 1-13. https://doi.org/10.1108/LHS-03-2021-0015

CURRICULUM RESEARCH 12 Trang, D. (2022). Progressive Education: Views from John Dewey’s Education Philosophy. Wisdom , 4 (3), 22-31. https://doi.org/10.24234/wisdom.v4i3.907 Williams, M. K. (2017). John Dewey in the 21st century . ERIC. https://files.eric.ed.gov/fulltext/EJ1158258.pdf Wraga, W. G. (2019). The Pragmatic Progressives. American Educational History Journal , 46 (1), 111-129. https://go.openathens.net/redirector/liberty.edu? url=https://www.proquest.com/scholarly-journals/pragmatic- progressives/docview/2279771945/se-2 Wright, P., Fejzo, A., & Carvalho, T. (2022). Progressive pedagogies made visible: Implications for equitable mathematics teaching. The Curriculum Journal , 33 (1), 25-41. https://doi.org/10.1002/curj.122 Ye, Y.-H., & Shih, Y.-H. (2021). Development of John Dewey’s educational philosophy and its implications for children’s education. Policy Futures in Education , 19 (8), 877-890. https://doi.org/10.1177/1478210320987678

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EDUC 872-Curriculum Research Paper_Tammy Baysden (Week 6)

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