Topic
Curriculum development
About: Curriculum development is a research topic. Over the lifetime, 32990 publications have been published within this topic receiving 482242 citations.
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Book•
01 Jan 1969
TL;DR: Tyler's book outlines one way of viewing an instructional program as a functioning instrument of education by developing a rationale for studying them, and suggests procedures for formulating answers and evaluating programs of study.
Abstract: In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision. Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students. Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned. This emphasis on thoughtful evaluation has kept Basic Principles of Curriculum and Instruction a relevant, trusted companion for over sixty years. And with school districts across the nation working feverishly to align their curriculum with Common Core standards, Tyler's straightforward recommendations are sound and effective tools for educators working to create a curriculum that integrates national objectives with their students' needs.
4,200 citations
TL;DR: Constructive alignment as discussed by the authors is a marriage of the two thrusts, constructivism being used as a framework to guide decision-making at all stages in instructional design: in deriving curriculum objectives in terms of performances that represent a suitably high cognitive level, in deciding teaching/learning activities judged to elicit those performances, and to assess and summatively report student performance.
Abstract: Two lines of thinking are becoming increasingly important in higher educational practice. The first derives from constructivist learning theory, and the second from the instructional design literature. Constructivism comprises a family of theories but all have in common the centrality of the learner's activities in creating meaning. These and related ideas have important implications for teaching and assessment. Instructional designers for their part have emphasised alignment between the objectives of a course or unit and the targets for assessing student performance. “Constructive alignment” represents a marriage of the two thrusts, constructivism being used as a framework to guide decision-making at all stages in instructional design: in deriving curriculum objectives in terms of performances that represent a suitably high cognitive level, in deciding teaching/learning activities judged to elicit those performances, and to assess and summatively report student performance. The “performances of understanding” nominated in the objectives are thus used to systematically align the teaching methods and the assessment. The process is illustrated with reference to a professional development unit in educational psychology for teachers, but the model may be generalized to most units or programs in higher education.
2,786 citations
Book•
01 Jan 1991
TL;DR: Action research and professional learning: teachers as researchers - an historical and biographical context supporting professional learning through action research - three case studies as mentioned in this paper, and action research in policy contexts: action research and the emergence of teacher appraisal in the UK competency based training and the education of the professions.
Abstract: Part 1 Action research and professional learning: teachers as researchers - an historical and biographical context supporting professional learning through action research - three case studies. Part 2 Action research - dilemmas and innovation: the theory/practice problem the fundamental characteristics of action research the dilemmas and temptations of the reflective practitioner a practical guide to action research. Part 3 Action research in policy contexts: action research and the emergence of teacher appraisal in the UK competency based training and the education of the professions - is a happy marriage possible ? the national curriculum and models of curriculum development.
2,315 citations
TL;DR: A comprehensive review of the empirical literature (both quantitative and qualitative) has yet to be presented as mentioned in this paper, but the overall purpose of this review is to help clarify what has been learned and to elucidate the basic assumptions and logic which have guided earlier research efforts.
Abstract: The development of adequate student conceptions of the nature of science has been a perennial objective of science instruction regardless of the currently advocated pedagogical or curricular emphases. Consequently, it has been an area of prolific research characterized by several parallel, but distinct, lines of investigation. Although research related to students' and teachers' conceptions of the nature of science has been conducted for approximately 40 years, a comprehensive review of the empirical literature (both quantitative and qualitative) has yet to be presented. The overall purpose of this review is to help clarify what has been learned and to elucidate the basic assumptions and logic which have guided earlier research efforts. Ultimately, recommendations related to both methodology and the focus of future research are offered.
2,052 citations