Ebert, E. S. II, Ebert, C., and Bentley, M. L. (2013, July 19). Curriculum definition. Retrieved from
http://www.education.com/reference/article/curriculum-definition/?page=2
The article provides a history of curricula from the medieval to modern times, the purpose of a curriculum, and a description of the four curricula present in a school. The four curricula are explicit curriculum – the knowledge and skills to be taught and learned; implicit curriculum – lessons based on school culture as influenced by demographics and unspoken expectations and perspectives of adults and students; null curriculum – lessons not included such as evolution, gender identity, alternate lifestyles, and family dynamics; and extra-curriculum – lessons learned from participation or non-participation in committees and organizations beyond the classroom.
U.S. Department of Education. (2008, February). Structure of the U.S. education system: Curriculum and content standards. Retrieved from http://www.ed.gov/international/usnei/edlite-index.html
The paper explains that the United States does not have a national curriculum but does require that certain standards guide instruction and that federal laws require standards and graduation guidelines in order for states to receive federal funding. Universities and a list of subject disciplines are also held to certain standards and guidelines.
What is curriculum development? Traditionalists vs. progressivists [PowerPoint slides]. (n.d.). Retrieved from http://academic.sun.ac.za/theology/netact/WHAT%20IS%20CURRICULUM%20DEVELOPMENT.pdf
The slides first contrast the meaning of “syllabus” and “curriculum.” Curriculum is described as “learning experiences,” “cultural reproduction in a structured way,” and “an academic and social learning race.” It identifies curriculum authors as being “traditionalists”or “progressivists,” which is similar in definition to proponents of constructivist theory. The final slides indicate the audience is from a religious setting.