Identification of core hidden null and latent curriculum in textbooks

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Types of curriculum

identification of core hidden null and latent curriculum in textbooks

What is the Hidden Curriculum?

and   how

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Contact Leslie. When I asked my students what curriculum means to them, they always indicated that it means the overt or written curriculum thinking of a curriculum manual with goals and objectives, or their textbooks. Obviously the answer to this question is subject to interpretation. Whatever classification one gravitates to, the fact remains that at one time or another curriculum in the United States has, at some level, been impacted by all of the above. In essence, American curriculum is hard to pin down because it is multi-layered and highly eclectic. Anything and everything that teaches a lesson, planned or otherwise. Humans are born learning, thus the learned curriculum actually encompasses a combination of all of the following the hidden, null, written, political and societal etc..



School Curriculum

B_ed I semister

S, Graduation and Post- Graduation. Relaxation of the percentage of marks for reserved category candidate will be as per State Govt. Registration: As per University guidelines. Example: 1. Semester means effective teaching work of 16 weeks excluding admission and semester end examination period. One credit of teaching activities means one hour effective teaching of theory course in each week for 16 weeks: Total 16 hours teaching per credit.

In its organizational aspect the curriculum is an authoritative prescription for the course of study of a school or system of schools. In their traditional form, such prescriptions set out the content to be covered at a grade level or in a course or sequences of courses, along with recommended or prescribed methods of teaching. In their contemporary form such prescriptions have been re-presented as national and state standards, outlining outcomes to be achieved by schools without prescribing the specific bodies of content to be covered or methods of teaching to be used. Curricula in both of these senses are seen as defining what schools purposefully do. However, most scholars and administrators who work with curricula or evaluate the impact of curriculum prescriptions or reforms do not believe that "curricula-as-documents" direct the work of schools in significant ways. Curricula-as-documents are more often than not developed after the fact, and are based on existing practices of teachers or a simple listing of the content of textbooks being used. Further, many teachers are not familiar with the curriculum their district has mandated.

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