Four-phase local curriculum development model for industrial arts¶

Theory · All theories
Evidence · no claims cited

Description¶

The guide presents a Local Curriculum Development Model (Figure 1) with four coordinated phases: establishing the basis for industrial arts in the K-12 system, establishing the basis at each operational level, outlining the local program, and preparing teaching plans. As the guide states, "Four phases of coordinated planning and decision making are essential." Phases I and II are supported by rationales and goals in the guide, Phase III is developed by local teachers or committees, and Phase IV is developed by individual teachers, followed by continuous evaluation and refinement.

Design Implications¶

Context¶

Requirements¶

• Local teachers or committees develop Phase III (program offerings, scope and sequence, competencies) and individual teachers develop Phase IV teaching plans

Constraints¶

• The guide avoids prescribing specific content and methodology, giving teachers "the freedom and flexibility to innovate and develop unique approaches and methodology for a particular locale"

Target Learners¶

• Industrial arts teachers, curriculum committees, and public school administrators undertaking local curriculum development

Target Learning Objectives¶

• Understanding of industrial technology and career development for K-12 students

Claims¶

Related Theories¶

Examples¶

• Industrial arts pyramid program across operational levels
• Louisiana middle-school communications industrial arts curriculum guide (drafting, electricity-electronics, graphic arts, photography)

Key Sources¶

• The Iowa Guide for Curriculum Improvement in Industrial Arts, K-12. A Study of Industrial Technology. (1975). Iowa State Dept. of Public Instruction. https://eric.ed.gov/?id=ED113517