Developing and evaluating curriculum

Pre-requisites:

Course objectives: Understanding different approaches in developing and evaluating educational programs; Introduction to methodology of analysis and evaluation of educational programs; Mastering the techniques of evaluating the structure and coherence of the educational program; Training for creating different types of educational programs

Course description: Basic concepts and approaches: program and curriculum. The ideologies of educational programs: the dimensions of the educational program ideology. Structure and elements of the educational program. Models and functions of educational programs. Standardization and/or contextualization of educational programs. Approach to programming and organisation of educational practice: the program as a product against the process of developing the curriculum; disciplinary and integrated curriculum. Evaluation of educational programs: function and models of program evaluation. Approaches and program design strategies: educational reform and curriculum change. Steps in creating an educational program: from the starting point to the evaluation. The function of the starting points and objectives in the program and their concretisation. Practical exercise: program analysis; creating an educational program; drafting an evaluation of educational programs

Learning Outcomes: the student is familiar with the structure and elements of the educational program; knows how to analyze and critically examines the origins and the starting point of the program; can use different approaches to planning and developing programs; understands the functions and types of evaluation; knows how to create and develop an educational program and develop different models of evaluation.

Literature/Reading:

• Bruner, Dž. (2000). Kultura obrazovanja, Eduka, Zagreb, str. 57-95
• King, N. (1984). Rekontekstualizacija kurikuluma, str. 4 (interni prevod)
• Krnjaja, Ž (2013). Razvijanje obrazovnih programa: gde su pedagozi, Zbornik radova Pedagog između teorije i prakse, str. 85-92.
• Krnjaja, Ž. Ideologije obrazovnih programa (interni materijal)
• Krnjaja, Ž. (2011). Shvatanje razvoja kao orijentacija predškolskog kurikuluma, Pedagogija, god. 66. br. 4, str. 541-551
• Marjanović, A. (1987). Tematsko programiranje: izvori, konceptualizacija, pedagoška razrada i primena.Efekti. Predškolsko dete 1-4. str. 39-55.
• Pavišić, V. (ur) (2007. Kurikulum, Zagreb: Školska knjiga, str. 15-20; 103-134.
• Pešić, M. (1987). Vrednovanje predškolskih vaspitnih programa, Beograd: ZUNS, str. 163-180.
• Apple, M. (2012). Ideologija i kurikulum.Beograd: Fabrika knjiga, str.95-126
• Gevirc, Š., Krib, A. (2012). Razumevanje obrazovanja. Sociološka perspektiva. Beograd: Fabrika knjiga, str,186-221