Showing papers on "Curriculum published in 1970"

The logic of education

Abstract: Introduction. 1 Philosophy. 2 Education. 3 Development. 4 The Curriculum. 5 Teaching. 6 Teaching and Personal Relationships. 7 Educational Institutions. Further Reading. Index of Proper Names. Subject Index.

Behavior Analysis in Curriculum Design: A Hierarchically Sequenced Introductory Mathematics Curriculum

Abstract: A method of systematic task analysis is applied to the problem of designing a sequence of learning objectives that will provide an optimal match for the child's natural sequence of acquisition of mathematical skills and concepts. The authors begin by proposing an operational definition of the number concept in the form of a set of behaviors which, taken together, permit the inference that the child has an abstract concept of “number”. These are the “objectives” of the curriculum. Each behavior in the defining set is then subjected to an analysis that identifies hypothesized components of skilled performance and prerequisites for learning these components. On the basis of these analyses, specific sequences of learning objectives are proposed. The proposed sequences are hypothesized to be those that will best facilitate learning, by maximizing transfer from earlier to later objectives. Relevant literature on early learning and cognitive development is considered in conjunction with the analyses and the resulting sequences. The paper concludes with a discussion of the ways in which the curriculum can be implemented and studied in schools. Examples of data on individual children are presented, and the use of such data for improving the curriculum itself, as well as for examining the effects of other treatment variables, is considered.

5: Evaluation of Classroom Instruction

Abstract: suggest modifications for local evaluation of instruction. Four potential uses of these instruments are described and examples are given of each: assessing variability in classroom behavior, assessing whether the teacher's performance agrees with specified criteria, describing classroom interaction, and determining relationships between observed classroom behavior and outcome measures. Finally, several difficulties in the use of observational instruments and in the interpretation of the results are noted. Major emphasis is given to the evaluation of instruction within specific curriculum projects, that is, programs in which the instructional materials were developed by special groups such as the Biological Sciences Curriculum Study. The term curriculum refers to the instructional materials and the suggestions for their use; the term instruction or instructional program refers to the interaction among teachers and students as the materials are used.

1: Objectives, Priorities, and Other Judgment Data

Abstract: This review is embedded in a plea. It is a plea to treat educational objectives as data. Fallible data. The review itself surveys methods for those particular data that reflect judgment of what education should accomplish. Evaluation requires judgment. Decision-making requires judgment. Both are judgmental in themselves but also depend on judgments previously made. A school and a curriculum are where they are because of judgments from within and from without. Judgments are made early, and late, and in between times. To understand what a school is doing requires an understanding of what a school is expected to do. In education, as elsewhere, judgments will continue to rest on incomplete knowledge, imprecise measurements, and inadequate experience. No error-free system is possible, but improvements are within easy reach. The evaluator may lessen the arbitrariness of judging and decision-making by introducing data-gathering methods already developed by other social scientists. Social psychologists, behavioral scientists, economists, political scientists, and historians routinely study opinions, preferences, and values. Many of their methods can be used to measure the judgments that shape an educational program.

College environments and student academic achievement

Abstract: In this study, selected aspects of the college environment were related to student academic achievement at 27 small liberal arts colleges. Academic achievement was measured by senior students' scores on the Area Tests of the Graduate Record Examination; the Scholastic Aptitude Test (Verbal and Mathematics) scores of these same students prior to college entrance were used as a control measure for differences in initial aptitude. The colleges' social and academic environment were assessed through students' perceptions and included five scales describing the extent of faculty-student interaction, student activism, curriculum flexibility, academic challenge, and the colleges' cultural facilities. All but the Activism scale were related to student over or underachievement on one or more of the three Area Tests (Humanities, Natural Science, Social Science). In particular, students at colleges with high scores on the Faculty-Student Interaction scale more often overachieved on two of the criteria tests, while students at colleges with low scores on this scale underachieved on all three of the tests. The results suggest that certain student-described college environmental features are related to academic achievement, although replication with another group of colleges would be desirable.

English Popular Education 1780–1975

Abstract: Preface 1. The intellectual and social climate of the nineteenth century 2. Recurrent reasons for educational expansion in England 3. The raw material 4. The changing school: administrative and organizational changes, 1800-1939 5. Changes in curricula and teaching methods 6. The role and status of the teacher 7. Secondary education 8. Recent developments and their implications 9. 1970-1975 Conclusion Glossary Further reading Chronological table Index.

Pretest and Sensitization Effects in Curriculum Evaluation

Abstract: The recent flurry of curriculum development activity sponsored in large part by the federal government has spawned a rapidly growing field of curriculum evaluation. Many evaluation studies rely on traditional research design procedures where the new curriculum (often called experimental) is compared to one that presently exists (usually referred to as traditional) on a set of selected criteria. Often the evaluators administer the criterion measures as pretests and posttests. This procedure raises two questions regarding the biases introduced in the posttest results. The first, termed the "pretest effect", would lead to higher scores of those who take pretests because of item-practice effects. The second, termed "sensitization", would lead to higher scores for only those in the experimental group who take the pretests because they learn what to concentrate on during their study of the experimental instructional materials as a result of having been exposed to the criterion. Unfortunately, both of these "effects" are largely speculative in curriculum research; although "Solomon four-group designs" have been proposed to deal with them, (Campbell and Stanley, 1963), there is little empirical evidence for them and even less that bears upon curriculum research.

Parental attitudes toward high school sex education programs.

Abstract: This study investigated parental attitudes toward both general and specific aspects of high school sex education programs. The subjects were 125 randomly selected parental couples who were interviewed separately and concurrently. The great majority of parents approved high school sex education integrated throughout the curriculum as well as requiring a course in family life and sex education. Contradictions are noted. For example most parents wanted chastity taught as "best" if sex education is to be required and at the same time wanted contraceptive education but also wanted sex education taught in a context of God marriage and parenthood. Implications are discussed. (authors)

Ophthalmology for medical students: content and comment.

Abstract: What abilities in ophthalmology should a graduating medical student have? Evolving curricula, changing goals for graduates, and the necessary limitation in exposure to all of medicine require that we answer this question. Evidence gained from more than 1,600 respondents provides the basis for a clear idea of what these required performances in ophthalmology should be, ie, whatallgraduating medical students should know or be able to do.

Políticas implementadas por el gobierno mexicano frente al COVID-19. El caso de la educación básica

Abstract: This paper is the result of a qualitative research with theoretical-analytical support that aims to analyze the educational policies implemented by the Mexican Government, against the SARS-CoV-2 that causes the disease Covid-19, and which resulted in the period of social isolation. In particular, the documents and communications issued by the Secretariat of Public Education for basic education will be analyzed; as well as the effects of virtual platforms and digital resources available for the continuity of classes from home. It is concluded that there is a poor culture in Information and Communication Technologies on the part of the school population, that there are deficiencies in connectivity and availability of technology applicable to education, and that it is necessary to reconsider the current curriculum for basic education, as well as teaching practices, in order to focus on new educational models capable of facing not only a crisis like the current one, generated by the Covid-19 pandemic, but also as viable options for training for life, for citizenship and solidarity.

The Creative Curriculum.

Abstract: In a properly designed undergraduate geology curriculum, the student learns to function as a creative scientist. This student-oriented approach recognizes that the student will need to continue his education beyond college or graduate school, and so it is dominated by the learning process rather than by content. Instead of learning facts, classifications, skills and concepts as ends in themselves, the student learns those tools necessary to define and solve selected problems. Independent research, leading to a research project in the senior year, is essential for each student. A necessary and desirable feature is that the creative curriculum encourages the teacher to remain competent in his field.

Parents Teach Kindergarten Reading at Home

Abstract: have demonstrated that parents can co-operate with teachers and help their children learn by providing school-related instruction at home (1-9) The study reported here investigated the effect that parent-monitored practice at home had on pupil performance in reading The study used as the instructional vehicle a kindergarten reading curriculum prepared by the Southwest Regional Laboratory (10) The Parent-Assisted Learning Program was designed to enable school personnel to establish a system to help parents effectively instruct their primary-grade children in basic skills at home Pr grammed materials, called Practi e Exerc ses, were developed to be used by parents or other non-professionals Each exercise provided practice on one of the four objectives of the reading program These objectives were to read on sight ninety one-syllable words, to recognize and say eleven beginning consonant sounds, to recognize and say twelve vowelconsonant ending sounds, and to blend previously learned beginning and ending sounds to sound out new words

3: Curriculum Evaluation

Abstract: Curriculum evaluation appeared as a topic of a chapter in three of the five issues of the 1969 Review of Educational Research. The emphasis on this topic is, if nothing else, disconcerting to a reviewer who must plow the same field again; it is also puzzling when compared with the infrequent appearances of evaluations of actual curricula or curricular materials in either the research or the subject journals. AERJ, for example, contained no papers in its last three volumes ('67-'69) that might be counted as an evaluation of a curriculum, a curricular prescription (such as Montessori or Headstart), or curricular materials. This is perhaps not surprising given the character of AERJ, but when this same finding was obtained after a survey of School Review, Harvard Educational Review, Social Education, Science Teacher, College English, College Composition and Communication, Research in the Teaching of English, and Theory into Practice, the contrast with the concerns reflected in the Review of Educational Research is striking. These journals do have short reviews of texts and notes on curricular problems, but nothing equivalent to the preoccupation of the Review with this one theme.