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Chapter III: Factors Influencing Curriculum Development

CHAPTER III Factors Influencing Curriculum Development DAN W. DODSON THAT education takes place in a social framework is taken for granted. In 1952 an entire issue of the REVIEW (2) was devoted to this topic. Because of the complexity of social forces influencing curriculum develop ment, any exploration of particular factors must, by necessity, be selective. Larsen and Toy (35) classified such forces in curriculum change as (a) state agencies, (b) the federal government, (c) the profession (more than 500 national and regional organizations, more than 100 state bodies, and thousands of local units), (d) accrediting agencies, (e) special interest groups, (f) business and labor groups, (g) patriotic groups, (h) racial and religious groups, and (i) the community. Even this classification does not allow, however, for the more impersonal impact of social and political forces on a wider canvas. Forces Representing the Processes of Change Social changes influencing the curriculum include both the amount of population mobility (40) and its pattern. White, middle-class people with children are migrating to the suburbs of metropolitan communities, and the "inner cities" are becoming populated with what the Census Bureau classifies as "non-white." Four studies of school systems (44, 45, 46, 47) http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Review of Educational Research SAGE

Chapter III: Factors Influencing Curriculum Development

Abstract

CHAPTER III Factors Influencing Curriculum Development DAN W. DODSON THAT education takes place in a social framework is taken for granted. In 1952 an entire issue of the REVIEW (2) was devoted to this topic. Because of the complexity of social forces influencing curriculum develop ment, any exploration of particular factors must, by necessity, be selective. Larsen and Toy (35) classified such forces in curriculum change as (a) state agencies, (b) the federal government, (c) the profession (more than 500 national and regional organizations, more than 100 state bodies, and thousands of local units), (d) accrediting agencies, (e) special interest groups, (f) business and labor groups, (g) patriotic groups, (h) racial and religious groups, and (i) the community. Even this classification does not allow, however, for the more impersonal impact of social and political forces on a wider canvas. Forces Representing the Processes of Change Social changes influencing the curriculum include both the amount of population mobility (40) and its pattern. White, middle-class people with children are migrating to the suburbs of metropolitan communities, and the "inner cities" are becoming populated with what the Census Bureau classifies as "non-white." Four studies of school systems (44, 45, 46, 47)
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