CALL FOR CHAPTERS
Proposal Submission Deadline: May 30, 2013
A book edited by Dr. Victor C. X. Wang (Florida Atlantic University, USA) and Dr. Valerie C. Bryan (Florida Atlantic University, USA)
To be published by IGI Global: http://bit.ly/117F9cJ
For release in the Advances in Educational Technologies and Instructional Design (AETID) Book Series http://bit.ly/ZBxiSf
Introduction
Since Ralph Tyler published his first edition of Curriculum Development and Evaluation in 1949, this book has been offering timely guidance for both scholars and practitioners in the field of education and across all disciplines where curricula and programs are developed. To date, every curriculum developer recalls the four fundamental questions that Ralph Tyler has asked to guide the curriculum and program development process:
1. What is the purpose of education?
2. What learning activities/experiences are we supposed to provide?
3. How can these learning activities/experiences be organized to attain the purpose of education?
4. How is learning evaluated?
Although they are not exactly the same questions Ralph Tyler has asked, evidently his questions flow directly from behaviorism or liberal education philosophy, which mirrors the American philosophy at the turn of the 20th century. Numerous universities have developed educational models out of Tyler's curriculum development model. One outstanding model was developed by U.C. Berkeley and it is termed as "four step instruction." Even to this day, numerous universities still teach this model, which has specified the following four steps:
1. Motivation or preparation of learners.
2. Presentation of course materials.
3. Assigning homework to learners.
4. Evaluation of learning objectives.
While the four step instruction has proved to be useful and helpful in K-12 education, the father of adult education, Malcolm Knowles, found it less useful in the education of adult learners who now make up more than 47% of the student population on North American campuses. Out of the Tyler fundamental questions and the four step instruction, he developed an innovative "seven step process" that serves as a theoretical framework for curriculum and program development for adult learners. In 1980, Knowles advocated a seven step process to implement and capitalize upon the assumptions of andragogy.
1. Creating a cooperative learning climate;
2. Planning goals mutually;
3. Diagnosing learner needs and interests;
4. Helping learners to formulate learning objectives based on their needs and individual interests;
5. Designing sequential activities to achieve these objectives;
6. Carrying out the design to meet objectives with selected methods, materials, and resources; and
7. Evaluating the quality of the learning experience for the learner that included reassessing needs for continued learning.
The seven step process is a further step forward than Tyler's model. However, neither the seven step process nor Tyler's model takes into consideration the well-reasoned critical theory or theory of transformative learning, let alone societal/cultural differences, institutional differences, subject matter differences, or learning style. All these factors including social contexts put a strain on the beautifully formulated models for curriculum and program development.
Traditional books on curriculum and program development offer a "how to" or "comprehensive guide" similar to recipes for chefs. We seldom can find a book on curriculum and program development that is based on in depth and broad research that is bound to generate new knowledge about curriculum and program development. To attain this goal, I call upon theorists as well as practitioners to reflect upon your research topics and think about contributing your cutting edge chapters to this groundbreaking volume. Aren't we surrounded by these outstanding theorists and scholars around us? Great educators such as Plato, Aristotle, Confucius, Dewey, or Knowles have prescribed for us not only a particular teaching methodology, but also a curriculum or a whole different program. That is why the Chinese have developed a proverb to emphasize the importance of curriculum and program development, "Without rice, the cleverest housewife cannot cook for you."
As Carl Rogers noted, we are living in an environment that is continually changing. This environment is characterized by the fast pace of technology that drives our society to move forward, and causes our knowledge to increase at an exponential rate. Tyler's pedagogical model may still be useful in K-12 education. The same group of students may require Knowles' seven step process given the fact that a large number of our students are gifted and self-directed at a young age. Likewise, field-dependent adult learners may require Tyler's pedagogical model if they choose not to be self-directed in learning. This research-based volume should address both pedagogy and andragogy as well as theories by Brookfield and Cranton.
Objective of the Book
Pedagogical and Andragogical Curriculum and Program Development will feature full-length chapters (8,000-12,000) authored by leading experts offering an in-depth description of key terms and concepts related to curriculum and program development for both faculty and students, as well as program designers, instructional program developers, trainers, and librarians.
Recommended topics include, but are not limited to, the following:
- Traditional curriculum development and evaluation strategies
- History and philosophy of curriculum development and evaluation
- How the behaviorists have set the standards for curriculum and program development
- The interrelationship between liberal education and curriculum and program development
- How Knowles amended Tyler's four fundamental questions with his seven step process
- Viewing the pedagogical and andragogical curriculum/program development models through critical theory
- How to incorporate transformative learning theory in curriculum and program development
- Utilizing technology to supplement and complement curriculum and program development and evaluation
- How technology has caused a revolution in curriculum and program development and evaluation
- Designing an experiential learning package for learners in K-20 education
- Customizing our curriculum and program development for underrepresented student populations
- Addressing rote learning and critical thinking/creativity in curriculum development and evaluation
- How curriculum development models are implemented in other cultures
- Comparing and contrasting teaching methods in K-20 education
- Moving from teacher-centered evaluation to learner-self evaluation
- Writing course objectives based on pedagogy and andragogy
- Curriculum in a global environment that focuses on models of program planning, Mary Ziegler, University of TN
- Viewing the pedagogical and andragogical curriculum/program development models through critical theory, Stephen Brookfield, and John Holst, University of St Thomas
- Distributing Power through Curriculum Development, Patricia Cranton, University of Newbrunswick, Canada
- Learner-Centered Curriculum Development: A Collaborative Re-examination, Vivian Mott, East Carolina University
- Designing online learning for adult learners, Laura Bierema, University of GA
- Developing a Sound/Meaningful Curriculum, Victor C. X. Wang and Marrianne Robin Russo, Florida Atlantic University
- The transformation of collective intelligence, Lesley Farmer, California State University, Long Beach
- Title tentative, Patricia Owstroski and Columbia University colleague
Submission Procedure
Researchers and practitioners are invited to submit on or before May 30, 2013, a chapter proposal clearly explaining the mission and concerns of his or her proposed chapter (No more than one page; abstract/title accepted). Authors of accepted proposals will be notified by June 10, 2013 about the status of their proposals and sent guidelines. Full chapters are expected to be submitted by September 30, 2013. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
Publisher
This book is scheduled to be published by IGI Global. For additional information regarding the publisher, please visit www.igi-global.com. This publication is anticipated to be released in early 2014.
Important Dates
May 30, 2013: Proposal Submission Deadline
June 10, 2013: Notification of Acceptance
September 30, 2013: Full Chapter Submission
November 15, 2013: Review Results Returned
January 15, 2014: Final Chapter Submission
March 31, 2014: Final Deadline
Editorial Advisory Board
Cynthia J. Benton, State University of New York, USA
Stephen D. Brookfield, University of St. Thomas, USA
Patricia Cranton, University of New Brunswick, Canada
Leona English, St. Francis Xavier University, Canada
John Henschke, Lindenwood University, USA
John Hope, University of Auckland, New Zealand
Catherine McLoughlin, Australian Catholic University, Australia
Olutoyin Mejiuni, Obafemi Awolowo University, Nigeria
Peter Mayo, University of Malta, Republic of Malta
Vivian Mott, East Carolina University, USA
Pat Maslin-Ostrowski, Florida Atlantic University, USA
Judith Parker, Columbia University, USA
Lawrence Tomei, Robert Morris University, USA
Teresa Torres-Coronas, Rovira I Virgili University, Spain
Maria Witte, Auburn University, USA
Inquiries and submissions can be forwarded electronically (Word document) to:
Victor C. X. Wang at vcxwang@gmail.com
For more information on the:
Advances in Educational Technologies and Instructional Design (AETID) Book Series
Editor-in-Chief: Lawrence Tomei (Robert Morris University, USA)
Please visit: http://bit.ly/ZBxiSf
To find related content in this research area, visit InfoSci®-OnDemand:
Download Premium Research Papers
http://www.igi-global.com/infosci-ondemand/search/
