What was the educational reform that the interested parties were trying to achieve? How did the parties deliberate to resolve problems?

Assignment Question

Curriculum Problem in Practice (Final Paper)

Text used: 1. Wesley Null, Curriculum:From Theory to Practice, 3rd ed.(2023) Rowman & Littlefield 978-1538168790 Students can either attend a meeting where curriculum decisions are being made such as a grade level or content area meeting, district-wide curriculum coordinating meeting, state-wide standards committee, records of Common Core or national content area standards committee, a university curriculum committee, such as the CEHD Academic Affairs Committee or GSU Graduate Council or University level Committee of Academic Programs (CAP). Use Wes Null’s chapter 7-10 as a guide for how to describe the curriculum problem and how to discuss and resolve it. What was the educational reform that the interested parties were trying to achieve? How did the parties deliberate to resolve problems? How did politics and issues of race, gender, national origins, or ethnicity impact the deliberations? Did assessment play a role in the deliberations and the thinking of those involved? Was the assessment for learning, as Stiggins describes, or was it for evaluation? What theory of curriculum appeared to most influence the outcome and why (consider the five traditions discussed in Null’s book)? Provide evidence from the readings, outside credible sources such as academic journal articles, and observations to support claims.

In this 7-10-page paper, students will follow the guidelines for submitting a manuscript that are part of Curriculum and Teaching Dialogue, which is a journal sponsored by the American Association for Teaching and Curriculum (AATC).

The guidelines for research papers and conceptual papers can be accessed at http://aatchome.org/journal-information/guidelines-andsubmission-details/. Consider class readings or articles in Curriculum and Teaching Dialogue, Curriculum Inquiry, or Journal of Curriculum Studies for ideas and exemplars of curriculum research. Students can describe the curriculum problem from either a historical, conceptual, or a contemporary lens.