• Research Paper on:
    Professional Values and Practice: A View of the Educator's Hidden Curriculum

    Number of Pages: 7

     

    Summary of the research paper:

    This 7 page paper provides an overview of a research proposal on the educator's hidden curriculum. This paper outlines the assessment of this as a component of a research study. Bibliography lists 5 sources.

    Name of Research Paper File: MH11_MHEdAss5.rtf

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    Unformatted Sample Text from the Research Paper:
    known as the "hidden curriculum," the elements of a teachers personality, personal beliefs and individual perspective that come into play with curriculum requirements. This study is designed to assess  the impacts of educators hidden curriculum on student learning. Description of the Area to be Studied Mariani (1999) compares the  curriculum to an iceberg: there is an overt part, which is above the water line and a covert part, which is below the water line and the part below is  much larger than the part above. Mariani (1999) goes on to say that in todays educational circles, there is a great deal of talk about standards, objectives, timetables, technologies and  so on but these represent that small part that could be referred to as the tip of the iceberg. These are the things that can be seen and heard, the  overt curriculum (Mariani, 1999). The other curriculum is the hidden, the covert curriculum and this is comprised of what people, i.e., students, teachers, administrators, parents, bring to the process (Mariani,  1999). What they bring is their expectations, their motivations, their attitudes, their beliefs, their own self-concept (Mariani, 1999). Mariani (1999) states: "this submerged" curriculum is largely unknown, rarely spoken about,  and very often underestimated." In fact, this is the difference between the curriculum developments maintained through an administrative process and the instruction or application of that curriculum in a  very real sense. Pang (2003) says that the educators curriculum "may be thought of as outcomes from teaching/learning activities that are not part of the explicit intentions of  those responsible for the planning of those activities." Both Pang and Mariani suggest that schools teach students many things, perceptions, feelings, attitudes, beliefs, meanings and skills that are not 

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