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OLIVA
Formerly professor and chairperson at Southern Illinois University, Florida International University, and Georgia
Southern University.
Author of numerous articles in education journals and several textbooks and is co-author of Supervision for
Today’s Schools, now in its 8th ed.
He has served as a high school teacher, guidance counselor, and as a professor of education at the University of
Florida, University of Mississippi, Indiana State University, and the University of Hawaii.
He has taught summer sessions at Portland State College (Oregon), Miami University (Ohio), and Western
Michigan University. He has also served as part-time instructor supervising interns at the University of Central
Florida.
He has traveled extensively on educational and/or governmental programs in Europe, the Middle East, and Latin
America. Developing the Curriculum has been translated into Mandarin, Vietnamese, and Korean.
Peter Oliva’s Model has twelve components. It illustrates a step-by-step process of developing the curriculum
from specifying the needs of students in general and the needs of the society to evaluating the curriculum. Oliva
said that he wanted to come up with a simple, comprehensive and systematic model. This model integrates two
submodels: the curriculum submodel and the instructional submodel. The curriculum submodel includes mostly
the planning stages and it will not be completed if it is not translated into the instructional submodel (Oliva,
1992).
Oliva’s model answers the limitation of the Taba model in terms of diagnosing only the need of the student
before formulating the objectives. He considered the society and the subject matter in stating the aims of
education and their philosophical and psychological principles which is similar to Tyler’s considerations for
selecting the objectives (Oliva, 1992). https://www.academia.edu/Library