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Curriculum development is a cluster of courses and their stuffing accessible in schools at elementary level through to University. It’s dubbed from the Latin word racecourse which means to the itinerary of performance and experiences through which children develop in anticipation of becoming full-grown adults. Maurice. T., H (1992). However, for curriculums to be effective and bare optimum results, they have to undergo massive alignment and re-alignment to facilitate educational institutions to enhance continuity in terms of objectives, textbooks, guides, and tested and develop a curriculum of subjects that is compliant of a global scale.
The worst anathema bedeviling the education system in America emanates from the mere fact that most educationalists have consciously brought to a standstill the education scenario in elementary schools.
Exclusivity has been perfected in America where children from the minority backgrounds have been granted little or no consideration at all. The syndrome is far unmistakable in high school which has registered huge figure of dropouts among African American students. Realistically the No child Left Out policy can only achieve its objectives only if the political controversies surrounding it can be dealt with before myriad children from diverse underprivileged backgrounds get down the drain. Michel, D. J., & Douglas. F (2006).
Aligning Curriculum with Appraisal
Curriculums ought to be centered on setting up principles for student’s performance as a guiding factor behind other policies, such as the use of textbooks and other instructional materials, subject appraisal and teacher and administrator credentialing, pre-service education and professional development that determines what students are familiar with and can do and what they cannot comprehend nor do. Gregory Warner & Patrick S.S (2005).
To circumvent inconsistency between curriculum and appraisal, a performance structure should be aligned to the curriculum framework. Wallace D. J (1995). The appraisal system is used as an effective professional progress contrivance as well; this helps educators to understand what entails of the students work and how such work could be assessed to improve on the approaches. Bossman, S.A. (1995).
Curriculums should be integrated to incorporate schools and communities, by enhancing parental solidification of home learning; restructuring schools to facilitate more parental inventiveness in the academic circles of their children. Michel, D. J., & Douglas. F (2006). Emphasis on parental involvement is crucial in essence because they impact children’s achievement and self-esteem for both parent and child. Curriculum development at elementary level should be standardly oriented focusing on the student’s ability. The alignment of the curriculum should help students comprehend the subject theme, which includes understandings, skills and concepts, and content for assessment. Bossman, S.A. (1995).
In few words, curriculum development should transcend the political, social, economical or the perceived background, purposely for the gain of children and consequently for upholding the dream of the No Child Left Out (NLCB) philosophy. Wallace D. J (1995). Since societies are dynamic, curriculum should be aligned in the sense that teachers deliver content that is agreeable across the diversified framework. Teachers should be motivated through sound remunerations and also be retrained to meet with the changing variables in the education domain. Bennett, D (2002).
Bennett, D (2002). Reinforcing Multicultural and Global Perspectives; the Perspective Curriculum.
Bossman, S.A. (1995). “Inter-Continental Values for a comprehensive Core Curriculum” Journal of Higher Education, Vol. 30.
Gregory Warner & Patrick S.S (2005). Authentic Approach in reforming Elementary Education: Hopkins University Press.
Maurice. T., H (1992). “Global Curriculum Dimensions”. Strategizing the Future for Higher Education pp.30-44.
Michel, D. J., & Douglas. F (2006). Curriculum Development and Reform Enhancement. Upper Saddle River.
Wallace D. J (1995). Policy implementation on global dimensions of higher education. The European Association for International Education.