Model Perkembangan Stenhouse

 Kurikulum sebagai satu proses

      Kurikulum bukan berbentuk fizikal tetapi berkaitan dengan interaksi guru, murid dan
ilmu. Kurikulum adalah perkara sebenar yang berlaku dalam bilik darjah dan dilakukan oleh
seseorang untuk membuat persediaan dan penilaian. Proses yang aktif dan dihubungkaitkan
dengan  set penaakulan praktikal Aristotle

      Cubaan penyampaian prinsip-prinsip dan ciri-ciri pendidikan dalam satu bentuk terbuka
untuk penilitian kritis dan boleh diterjemahkan kebentuk prakital

   Perlu penyediaan asas untuk merancang sesuatu kursus , mengkaji secara emperikal dan
mempertimbangkan alasan secara  praktikal. Ia harus menawarkan :

a)     Perancangan

-         prinsip pemilihan kandungan - apa yang perlu diajar dan dipelajari

-         prinsip perkembangan startegi pengajaran  - bagaimana ia dipelajari dan

diajar

-         prinsip membuat keputusan tentang urutan

-         panduan untuk guru bagi kesesuaian untuk melaksanakan kurikulum 

dalam pelbagai konteks

-         maklumat tentang kepelbagaian kesan dalam konteks yang berbeza

      Justifikasi : bermatlamatkan mudah diakses untuk diteliti dan dikritik. Melihat

Kurikulum sebagai sesuatu bentuk spesifikasi tentang amalan pengajaran. Hasil kurikulum
ini adalah hasil perkembangan kandungan dan cara daripada kerjasama antara guru dan
murid. Pembelajaran adalah berpusatkan murid dengan fokusnya adalah interaksi ; proses
pembelajaran merupakan fokus utama guru.
 Stenhouse on curriculum

As a minimum, a curriculum should provide a basis for planning a course,

studying it empirically and considering the grounds of its justification.  It
should offer:
A. In planning:
1. Principle for the selection of content - what is to be learned and taught
2. Principles for the development of a teaching strategy - how it is to be
learned and taught.
3. Principles for the making of decisions about sequence.
4. Principles on which to diagnose the strengths and weaknesses of
individual students and differentiate the general principles 1, 2 and 3
above, to meet individual cases.
B. In empirical study:
1. Principles on which to study and evaluate the progress of students.
2. Principles on which to study and evaluate the progress of teachers.
3. Guidance as to the feasibility of implementing the curriculum in varying
school contexts, pupil contexts, environments and peer-group situations.
4. Information about the variability of effects in differing contexts and on
different pupils and an understanding of the causes of the variation.
C. In relation to justification:
A formulation of the intention or aim of the curriculum which is accessible
to critical scrutiny.
Stenhouse 1975: 5
There are a number of contrasts in this model of curriculum theory and practice as compared
with the product model.  First, where the product model appeals to the workshop for a
model, this process model looks to the world of experimentation.
The idea is that of an educational science in which each classroom is a laboratory, each
teacher a member of the scientific community...  The crucial point is that the proposal is not
to be regarded as an unqualified recommendation but rather as a provisional specification
claiming no more than to be worth putting to the test of practice,  Such proposals claim to be
intelligent rather than correct.  (Stenhouse 1975: 142)
Thus, in this sense, a curriculum is a particular form of specification about the practice of
teaching.  It is not a package of materials or a syllabus of ground to be covered.  'It is a way of
translating any educational idea into a hypothesis testable in practice.  It invites critical
testing rather than acceptance' (Stenhouse 1975: 142).