The document discusses curriculum research and development. It defines curriculum research as a systematic attempt to better understand all components of curriculum. It identifies key elements of curriculum including the teacher, subject matter, learners, and environment. The document also outlines various approaches that can be used in curriculum research, such as observational methods, surveys, interviews, and critical reflective techniques. Finally, it emphasizes that curriculum research should involve depth in planning, implementation, and evaluation stages.

1. Mrs Deepa P
Assistant Professor in Nursing

2.  Application of scientific method in the study
of problems
 investigate systematically.
 Research in curriculum is a systematic
attempt to gain a better understanding of all
components of curriculum

3.  Scotland 1820
 Currere – to run- course of study
 Amorphous hence a variety of definitions
 Cunningham - “Curriculum is a tool in the
hands of the artist (teacher) to mould his
material (pupils) according to his ideas (aims
and objectives) in his studio (school)”.

4. Curriculum
Conversation
Community
CosmologyComplexity
Currere

5.  Complex web of interactions.
 Rather than a linear course to be run.
 Community is the “cement” holding together
the other elements
 It allows currere to interact with life.
 That interaction is key to the process of
curriculum.
 Curriculum cannot occur in a vacuum, as any
teacher understands.
 Community enables a student’s experience to
be reconstructed.

6.  Cosmology: simplistic view of a stable
universe has been found to be
inadequate.
 Complexity is the nature of Nature.
 Plans arise from action and are modified
through actions

7.  Core -human being
 Revolves around care of the human being
 Well planned and implemented curriculum
ultimately improves the welfare of the
society

8.  Curriculum inquiry or research is a realm
which enables to think about curriculum
problems
 Elements
 The teacher
 Subject matter
 Learners
 Milieu

9.  Structure of subject matter
 Placement
 Adequacy of content
 Prescribed theory and practical hours and its
relation to fulfillment of learning objectives
 Development of techniques to meet the
psychological demands placed on the learner
by various learning experiences
 Development of AV aids and its impact on
learning the subject matter

10.  Organization of curriculum
 Adaptation of curriculum organization
 Analysis of text books
 Concept development on various subjects
 Effectiveness of various teaching methods
 Human relation in curriculum development
 Study habits
 Duration of college work
 Revision and modernization of curricula
 Teacher education and preparation
 Syllabi, curriculum and program

11.  Designed curriculum is in tune with
philosophy of NE
 Curriculum planning to meet the individual
differences of pupils
 Curriculum be related to the needs of the
developing nation and the manpower
requirements
 Global needs and demands
 Correlating theory and practice

12.  Training of teachers
 Importance and suitability of each course
 Future needs of the pupils
 Curriculum evaluation
 Reformation and revision of curriculum
 Effective clinical learning environment and
how to provide it

13.  Teacher education refers to the total
educative process which contributes to the
preparation of a person for a teaching job in
colleges
 Educative process includes the program of
courses and other experiences offered by an
educational institution and universities
offering courses for the purpose of preparing
persons for teaching and other educational
services and contributing to their growth in
the competency for such service.

14.  Depth research should be conducted in
research planning, implementation and
evaluation

15.  Observational and narrative research methods
 Narrative data
 Participant observation
 School and class room observation- aide memoire
 Anecdotal records
 Short action case records
 Analytic memos
 Case study
 Case records/ case data
 Diary/ journal

16.  Dialogue journals
 Field notes
 Stream of behaviour chronicles- specimen
record or shadow study
 Photography
 Video tape recording
 Audio/ tape- slide recording
 Check lists
 Personal action logs
 Interaction analysis protocols
 Rating scales

17.  Non observational, survey and self report
techniques
 Attitude scales
 Questionnaires
 Interview KI
 Projective techniques
 Life/ career history techniques
 Physical traces

18.  Discourse analysis and problem solving
methods
 Dilemma
 Content
 Document
 Sociometric
 Episode
 Action inquiry seminar
 Brain storming
 Problem survey
 Chairman neutral person

19.  Critical reflective and evaluative research
 Triangulation
 Quandrangulation
 Collegial review
 Lecture feedback
 Lesson profiles
 Student course/ teacher evaluation form
 Curriculum criticism
 Discourse evaluation
 Critical trialling

20.  Curriculum action research
 James Mc Kernan

21.  SARAH B KEATING
 Curriculum development
and Evaluation in Nursing
 WILLIAM F PINAR
 International Handbook of
Curriculum research