Teachers will need to look at process models for implementing these two approaches to achieve the benefits of both outcome-based education which emphasizes what students are expected to learn as well as open-ended education which encourages teachers to create a positive learning experience for the student. The former is best served by technical-scientific approaches while the later is best accomplished by nontechnical-nonscientific approaches. Fortunately, the approaches do appear to be complimentary more so than conflicting ideologies as positioned by some. Therefore, teachers should seek out an integrative approach to their curriculum development approaches that weds process models. Practically speaking, this will mean striking a balance between student-centered and subject-centered curriculum and...

and, of course, a broader community will need to be brought into the curriculum development process.
Bibliography

Curriculum development. http://72.14.253.104/search?q=cache:JfY-Nw6yUmgJ:people.coe.ilstu.edu/malorber/411/Notes/07%2520curr%2520devel%252010-29-04.doc+Noye%27+%22curriculum+development%22+deliberation&hl=en&ct=clnk&cd=3&gl=us

Ornstein & Hunkins (2003). Curriculum: Foundations, principles, and issues (4th ed). Boston: Allyn and Becon.

Ritz, J. Curriculum development. http://www.odu.edu/~jritz/oted885/ntg8.shtml