Showing papers on "Curriculum published in 1971"

The relevance of education

Abstract: Since education takes place under conditions imposed by a technological society, Professor Bruner maintains that it is not enough to attempt reform through minor curriculum revisions. The program that fails to set knowledge within the context of action must be replaced. And to be truly relevant to our social needs, the scope of education must be extended toward overcoming the severe handicaps faced by children from impoverished areas.

Handbook On Formative and Summative Evaluation of Student Learning

Abstract: gains" (p. 329). In Part 1 the senior authors begin the attempt to convey the state of the art. Twelve chapters comprise a sound, competent, and up-to-date general survey of the fundamentals, with emphasis upon "mastery learning", formative and summative evaluation, and the two taxonomies produced by Bloom and associates. In Part 2 twelve relatively young but highly competent subject matter specialists present the state of the art in their respective areas (eleven in all). Each chapter follows much the same pattern, beginning with curriculum trends, followed by an overview of content and instructional objectives and culminating in a master table of specifications, an illustration of testing procedures, a short section on formative testing, and a discussion of standardized tests. It is com-

Vibrations and Waves

Abstract: The M.I.T. Introductory Physics Series is the result of a program of careful study, planning, and development that began in 1960. The Education Research Center at the Massachusetts Institute of Technology (formerly the Science Teaching Center) was established to study the process of instruction, aids thereto, and the learning process itself, with special reference to science teaching at the university level. Generous support from a number of foundations provided the means for assembling and maintaining an experienced staff to co-operate with members of the Institute's Physics Department in the examination, improvement, and development of physics curriculum materials for students planning careers in the sciences. After careful analysis of objectives and the problems involved, preliminary versions of textbooks were prepared, tested through classroom use at M.I.T. and other institutions, re-evaluated, rewritten, and tried again. Only then were the final manuscripts undertaken.

The Hidden Curriculum and the Nature of Conflict.

Abstract: There has been, so far, little examination of how the treatment of conflict in the school curriculum can lead to political quiescence and the acceptance by students of a perspective on social and intellectual conflict that acts to maintain the existing distribution of power and rationality in a society. This paper examines two areas—social studies and science—to indicate how an unrealistic and basically consensus-oriented perspective is taught through a “hidden curriculum” in schools. The argument centers around the fundamental place that forms of conflict have had in science and the social world and on the necessity of such conflict. The paper suggests that a greater emphasis in the school curriculum upon the ideal norms of science, e.g., organized skepticism, and on the uses of conflict could counterbalance the tacit assumptions being taught.

A Naturalistic Model for Curriculum Development.

Abstract: This paper presents a model of curriculum development as it is practiced in modern curriculum projects. It is a naturalistic model in the sense that it was constructed to represent phenomena and relations observed in actual curriculum projects as faithfully as possible with a few terms and principles.1 The field of curriculum already can boast an outstandingly successful model of curriculum development based on the work of a generation of curriculum theorists from Franklin Bobbitt to Ralph W. Tyler. The formal elements of that model-the classical model-are the objective and the learning experience. Its logical operations are determining objectives, stating them in proper form, devising learning experiences, selecting and organizing learning experiences to attain given outcomes, and evaluating the outcomes of those experiences. This model has undergone fifty years of continuous development and use. It has facilitated the systematic study of education, and it has served as the basis for a respectable and growing educational technology. For all its successes, however, this classical model seems not to have represented very well the most characteristic features of traditional educational practice.2 In most cases when teachers or subject matter specialists work at curriculum development, the objectives they formulate are either a diversion

The school curriculum

Abstract: Originally published in 1971. All education systems tend to be traditional and conservative. In times of rapid social change, the work of the schools becomes increasingly outdated by events. Continuous adaptation of the curriculum (which includes content, method and organization) can no longer be left to haphazard, piecemeal innovations-it must be managed. In a comparative study of the strategies adopted to date in the U.S.A., England, Scotland and France, this book points out that-although considerable reforms have been effected in these countries during the past ten to fifteen years-no adequate curriculum theory has yet been developed. The author also turns his attention to the phenomenon which he considered symptomatic of inherent failures in the education system: the drop-outs and hippies He concludes that notions about 'learning' must be revised and rather than a place in which formal instruction is given, the school of the future should be conceived as a resources-for-learning centre.

Formal Education and Individual Modernity in an African Society

Abstract: The theoretical proposition that formal Western education exerts a modernizing influence on youth in traditional, non-Western societies is tested using structured interview data from a probability area sample of 591 seventeen-year-old males in Kano, Nigeria. Cross-tabular analysis provides evidence of clear and consistent educational influence on modern value orientations which is largely independent of selectivity factors and alternative modernizing forces. The effects are found to be quite uniform across different categories of youth, but variable across different value orientations. There is also limited evidence that school curriculum may be more important than organizational aspects of schools in shaping modern perspectives.

Faculty Cultures and Interdisciplinary Studies

Abstract: Interdisciplinary study is an increasingly important trend in American higher education. New courses focused upon social problems, intellectual themes, or human experiences have been introduced at hundreds of schools;' ethnic studies programs are increasingly common;2 many cluster colleges offer alternative liberal arts curricula which frequently are interdisciplinary;3 and students are increasingly permitted, under "independent study" arrangements, to construct their own courses or even entire programs from materials and courses not offered by any single department. The success of these attempts to reform undergraduate educa-

An Analysis of Curriculum Policy-Making

Abstract: Any organization or institution with purposes of its own develops policies-"a body of principles to guide action [Lerner & Lasswell, 1951, p. ix]"-for dealing with recurring or crucial matters. Schools normally formulate policies on a variety of matters including promotion of students, grading, grouping of students for instruction, and dress for students. Schools also implement policies formulated by other bodies, most notably policies of the district administration, the state and local board of education, and the U. S. Congress. The policies executed by schools include specifically educational policies as well as others which, while they may have educational aspects, are not unique to schools or even characteristic of them. Among the most important of the specifically educational policies of schools are those pertaining to what children study in school. Children in school are normally required to study certain subjects and forbidden to study others, encouraged to pursue some topics and discouraged from pursuing others, provided with opportunities to study some phenomena but not provided with the means of studying others. When these requirements and pressures are uniformly and consistently operative they amount to policy, whether we intended so or not. We shall call such explicit or implicit "guides to action" curriculum policy and the process of arriving at such policy we shall call curriculum policymaking.

Predicting college success of the educationally disadvantaged.

Abstract: Test scores predict the college grades of educationally disadvantaged students at least as well as they do those of the advantaged. High school grades considerably augment the prediction for both groups. Regardless of socioeconomic level, students who are predicted to earn quite low grades within a particular college will tend to have academic difficulties if enrolled in it. There are social and educational justifications for admitting to a particular college some minority-group students who are marginally qualified for it academically, provided that the students are given adequate financial aid and effective remedial courses, tutoring, and coaching. However, if entrants are greatly underqualified academically, new curricula will be required. These may tend to segregate the specially admitted students from the regular student body, thereby diminishing the pacesetter role of the latter. Also, a degree from a special curriculum may not be viewed by employers, graduate schools, and alumni as equivalent to the other degrees awarded by the institution. Thus, admitting students who are seriously underqualified academically for the particular college seems likely to cause frustrations that may be difficult to resolve. Current demands by minority groups for "relevant" courses may reflect the academic difficulties many of their members encounter in present courses more than the educational unsuitability for them of such courses.

The Humanities Curriculum Project: The Rationale.

Abstract: (1971). The humanities curriculum project: The rationale. Theory Into Practice: Vol. 10, A Regeneration of the Humanities, pp. 154-162.

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.

Education related to the use of computers in organizations

Abstract: The ACM Curriculum Committee on Computer Education for Management has been carrying out a study on “Curriculum Development in Management Information Systems Education in Colleges and Universities” under a grant from the National Science Foundation. This position paper provides a framework for the study.Preliminary conclusions are presented on the need for education in administrative information systems, and appropriate college curricula and courses are suggested. Also, the role of professional societies and organizations using computers is discussed, and the plans of the Committee are outlined.The initial approach of the Committee has been to describe the education necessary for the effective use of computers in organizations, to classify the positions for which education is required, and to survey educational programs now available.

Introduction to Early Childhood Education

Abstract: I. TEACHING IN A SCHOOL FOR YOUNG CHILDREN TODAY: AN OVERVIEW. 1. Introducing Early Childhood Education. 2. Goals for Early Childhood Education. 3. Getting to Know Children. 4. Setting the Stage. 5. Teachers and Techniques Used. II. THE CURRICULUM OF THE EARLY CHILDHOOD SCHOOL. 6. Introduction to Activity Planning. 7. Activities for Infants. 8. Activities for Toddlers. 9. Motor Skill Activities. 10. Creative Art Activities. 11. Science Activities. 12. Perceptual-Motor Activities. 13. Language Activities. 14. Literature Activities and Emerging Literacy. 15. Dramatic Play Activities. 16. Creative Music Activities. 17. Field Trips and Special Visitors. 18. Food Activities, Meals, and Snacks. 19. Managing an Early Childhood Group. III. PROFESSIONAL CONSIDERATIONS. 20. Teacher-Parent Relations. 21. The World's Children. 22. The Profession - Past, Present, and Future. Glossary. Name Index. Subject Index.

Strategies for Failure.

Abstract: Annie Stein draws upon thirty-five years of broad experience as a research analyst. During her long association with the New York City Public School System she has served as consultant, curriculum evaluator, community advocate, and staff aide to Dr. Milton A. Galarnison when he was vice-president of the New York City Board of Education. These selections from her field notes present a range of observations on various school practices.

Transcendence and the Curriculum.

Abstract: The purpose of this paper is to show the significance of transcendence for the interpretation and evaluation of educational theory and practice. I shall begin by stating what is meant by this concept, indicating certain allied and contrasting ideas, and analyzing several dimensions of experience to which it pertains. I shall then apply the concept, showing its relation to a number of general dispositions that are important in teaching and learning. Finally, I shall suggest somewhat more specifically the consequences for the curriculum that flow from acknowledging and celebrating transcendence. The method used in this analysis may be characterized as both phenomenological and empirical. It is phenomenological in that I endeavor to categorize certain phases of human consciousness as immediately presented in introspection. It is empirical in that throughout an appeal is made to human experience, without recourse to supernatural interventions, or if the latter are to be acknowledged, that their meaning is to be interpreted in terms of experiential categories. Thus I am engaging in what is customarily called natural theology, as distinguished from revealed theology. I do not begin with a presumed commitment to the faith of a given historic community, but with what I presume to be universal or universalizable experiences, the analysis of which is open to the scrutiny of natural reason. I confess that there is a faith underlying these reflections, and that it probably consists of a certain cluster of commitments and primordial persuasions that have their genesis in the life of the community of learning as I have experienced it. Accordingly, this effort may be regarded as the explication of what I consider to be certain faith presuppositions of the educative community, utilizing some of the conceptual apparatus of modern philosophical natural theology, with deductive elaborations to show what educational aims and practices are coherent with those presuppositions.

Effects of Course Content and Teacher Sex on the Social Climate of Learning

Abstract: Educators often claim that the quality of an educational experience is less closely related to the content of the subject matter learned than to the method or process of learning. Indeed, some contemporary theorists (Bruner, 1960; Schwab, 1962) and the so-called "affective educators" of the late 1960's (Leonard, 1968) appear to stress a student-centered discovery process of learning to the exclusion of content. Yet, despite these pleas for inquiry in all school learning, certain types of course content seem more easily adapted to such experiential methods than do others. Many of the new science and mathematics courses seem particularly relevant to disciples of student-centered instruction (see Smith; Robinson; Romberg; Kieren; and Kilpatrick, in RER, 1969). The dearth of studies in curriculum evaluation, however, have generally neglected the actual effects of courses on pupils' perceptions of their learning environment (Grobman, 1968; Welch, 1969). That pupils are sensitive to such differences has been demonstrated by Yamamoto, Thomas, and Karns (1969) for different secondary school courses and by Anderson, Walberg and

Beyond the Curriculum.

Abstract: Since the cost of practical training is relatively high, it is prudent to plan ahead if this is your intended career path. Those wishing to become barristers undertake a reading program in addition to practical legal training. The program is an intensive introduction to professional life as a barrister. Details are available from the website of the Bar Association of New South Wales: http://www.nswbar.asn.au

The evaluation of the humanities curriculum project: A holistic approach

Abstract: This paper is in the nature of an interim report on an evaluation exercise that has run half its course. It outlines the characteristics of the curriculum intervention being evaluated, the impact of that intervention upon the educational system, and the attempt to design an appropriate evaluation. If my account is sometimes cryptic and impressionistic, it is because I have tried to convey in a limited time both the nature of its empirical roots and the span of its concerns. The Humanities Curriculum Research and

Women and the Literary Curriculum

Abstract: marked that the draft for Vietnam might take so many young men that the graduate schools would be left with the blind, the lame, and the women. Whether the blind and the lame have indeed moved in, I do not know; but the women we have always with us. In the graduate schools they are in fact a majority. As for undergraduate schools, the trend towards coeducation makes it likely that we will all be teaching women before long, if we are not doing so already. Therefore I would like to look at the

The productive school;: A systems analysis approach to educational administration

Abstract: A graduate-level text on economics, this work explains how to assess the needs of the entire school population. It also covers issues from resource allocation to curriculum and evaluation.

Medical education for the future

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