Showing papers on "Curriculum published in 1973"

The characteristics of subject matter in different academic areas.

Abstract: Multidimensional scaling was performed on scholars' judgments about the similarities of the subject matter of different academic areas. One hundred sixty-eight scholars at the University of Illinois made judgments about 36 areas, and 54 scholars at a small western college judged similarities among 30 areas. The method of sorting (Miller, 1969) was used in collecting data. Three dimensions were common to the solutions of both samples: (a) existence of a paradigm, (b) concern with application, and (c) concern with life systems. It appears that these dimensions are general to the subject matter of most academic institutions.

Relationships between subject matter characteristics and the structure and output of university departments.

Abstract: The social structure and output of scholars at the University of Illinois are examined in terms of the characteristics of their academic subject matter. On the basis of an earlier multidimensional analysis (Biglan, 1973) academic areas were clustered according to their (a) concern with a single paradigm (hard vs. soft), (b) concern with application (pure vs. applied), and (c) concern with life systems (life system vs. nonlife system). Depending on the characteristics of their area, scholars differed in (a) the degree to which they were socially connected to others, (6) their commitment to teaching, research, and service, (c) the number of journal articles, monographs, and technical reports that they published, and (d) the number of dissertations that they sponsored.

Curriculum recommendations for undergraduate programs in information systems

Abstract: The need for education related to information systems in organizations is discussed, and a curriculum is proposed for an undergraduate program. Material necessary for such pr0gram~/is identified, and courses incorporating it are specified. Detailed~ourse descriptions are presented. Program organization and problems of implementation are discussed.

Sex Role Stereotyping in the Public Schools

Abstract: The authors investigate sex role stereotyping in three major areas: elementary school basal readers, educational achievement tests, and difjerential auricular requirements for males and females. The section on basal readers documents the extent and kind of sex role stereotyping in the kindergarten to third grade textbooks of four major publishers. The section on educational testing raises the issue of sex bias in item content and language usage and shows the presence of sex role stereotyping in test batteries from major test publishing companies. The curriculum section discusses the presence and ramifications of different curriculum patterns for males and females.

Curriculum building in nursing: A process

Abstract: No wonder you activities are, reading will be always needed. It is not only to fulfil the duties that you need to finish in deadline time. Reading will encourage your mind and thoughts. Of course, reading will greatly develop your experiences about everything. Reading curriculum building in nursing a process is also a way as one of the collective books that gives many advantages. The advantages are not only for you, but for the other peoples with those meaningful benefits.

Towards a compulsory curriculum

Abstract: 1 Introduction 2 Intrinsic Values 3 Activities and Ways of Life 4 Integration and Practical Understanding 5 Curriculum Priorities and the Voluntary Principle 6 Forms of Knowledge 7 Some Objections. Notes, Bibliography. Index.

Drug Education. A Review of Goals, Approaches and Effectiveness, and a Paradigm for Evaluation

Abstract: The controversy over the goals and educational methods currently used in alcohol and drug education is outlined. A review of the research on drug education programs indicates that there is almost n...

Variables Affecting Achievement of Middle School Mexican-American Students

Abstract: Literature pertaining to research done on academic achievement of Mexican American students is reviewed in this paper. The literature deals with such variables as socioeconomic, physical, psychological, and cultural aspects; language factors; attitudes; language development; and environment. A 15-page discussion of recommendations for improving curriculum, instruction, and teacher education for educating the Mexican American is included. Also included is a bibliography containing over 200 relevant citations.

The medical school.

Abstract: A Geriatric Anesthesiology Curriculum was created through the collaborative efforts of the members of the American Society of Anesthesiologists Committee on Geriatric Anesthesia and the Society for the Advancement of Geriatric Anesthesiology (SAGA). It was developed in cooperation with the American Geriatrics Society (AGS) and supported through the AGS/John A. Hartford Foundation of New York City Project: Increasing Geriatrics Expertise in Surgical and Related Medical Specialties.

Knowledge Production and Utilization in Curriculum: A Special Case of the General Phenomenon

Abstract: The development of a new realm of inquiry having significance for the field of education inevitably attracts the attention of educational researchers. One of these increasingly visible fields of research may be noted in the appearance of studies on \"knowledge production and utilization.\" This relatively new field examines two phenomena—knowledge production and knowledge utilization—and their relationships to one another. Together they define a special domain of problems with unique research potential. These problems arise whenever there is an attempt to resolve issues in any field of practical activity by drawing upon available knowledge. The effort to utilize appropriate knowledge depends upon having the required knowledge at hand. This knowledge may or may not be readily accessible to the user and at times may not yet have been generated. The process of knowledge production functions more or less continu­ ously and often independently of user requirements. Thus the knowledge produced may be inappropriate or inadequate for the purposes of some users. Ultimately, the resolution of practical issues depends upon improved coordination between the process of knowl­ edge production and the process of knowledge utilization. For the entire process to proceed optimally, its major features must be understood and the points of possible breakdown recognized and overcome. These problems suggest an array of interesting questions for investigation. How do the interrelated processes of knowledge produc­ tion and utilization actually function? What specific difficulties occur in attempting to facilitate the meshing of all elements in the entire process? What guidelines can be developed for overcoming these difficulties and for conducting the various aspects of the process? Study of these and other related questions constitutes an intriguing and increasingly urgent field of research (Carter, 1968). Systematic inquiry into the nature and dynamics of knowledge production and utilization within the field of education appears to be in its infancy. A substantial monograph on this topic was issued in 1968 with a focus on educational administration (Eidell & Kitchel, 1968). Although particular studies have been initiated in other branches of educational research, work has not yet appeared which draws these studies together into this frame of reference or which proceeds from an explicit use of this frame of reference to suggest possible research. This article draws together relevant studies from curriculum research which until now have not been related under the heading of \"knowledge production and utilization.\" These studies will be ordered in terms of categories derived from work done on the more general phenomenon of knowledge production and utilization (hereafter referred to &KP&U).

Educational characteristics and needs of new students : a review of the literature

Abstract: This report summarizes and assesses secular and scholastic characteristics of students new to higher education. The report includes a review of the lieterature from 1960 through 1971 in an attempt to offer suggestions for new educational programs, services, tactics, further research, and educational models sensitive to the needs of new students. Reviewing the scholastic or cognitive attributes of new students, the report considers the following dimensions: academic skills, study skills, coping behavior, background data, and intellectual functioning. The report then considers the following noncognitive variables: deferment of gratification, economic factors, motivation and aspiration, locus of control, self-concept, and social influences. The report categorizes the, data by ethnic groups and sex, and suggests curricular implications and recommendations. (Author/LAA)

A computer science course program for small colleges

Abstract: The ACM Subcommittee on Small College Programs of the Committee on Curriculum in Computer Science (C3S) was appointed in 1969 to consider the unique problems of small colleges and universities, and to make recommendations regarding computer science programs at such schools. This report, authorized by both the subcommittee and C3S, supplies a set of recommendations for courses and necessary resources.Implementation problems are discussed, specifically within the constraints of limited faculty and for the purposes of satisfying a wide variety of objectives. Detailed descriptions of four courses are given; suggestions are made for more advanced work; and an extensive library list is included.

The Making of Mission Schools in Kenya: A Microcosmic Perspective

Abstract: STUDIES IN THE HISTORY Of African education have often focused on such broad constructs as "British policy" or "mission policy" as the major variable in the evolution of educational institutions in colonial Africa. Such an approach, while certainly valuable, has important shortcomings. The very breadth of focus obscures the local dynamics of educational growth, while a "policy" emphasis tends to imply that the intentions of Europeans are the only elements in the educational equation worthy of serious examination.' There is, however, an important difference between the definition of educational policy and the development of educational institutions. The former may or may not be an important determinant of the latter. An over-emphasis on "policy" may lead to a neglect of the ways in which colonized peoples themselves, through their perception and use of schools, influenced the evolution of these institutions. On the other hand, there is no denying that the colonial relationship limited and conditioned the educational initiatives and responses of subject peoples. Nevertheless, a growing body of evidence suggests that Africans were by no means passive recipients of European education and further, that their attitudes and actions sometimes played an important role in shaping the educational policies and institutions of the colonial period.2 Most such works, however, have investigated educational development at the level of the national or transnational macrocosm. What appears to be needed now are microcosmic counterparts to such studies which will examine the variety of groups whose conflicting and converging interests shaped the growth of particular schools. Only in this way will we be able to achieve some balanced appreciation of the interaction between local and central authorities and between African and European initiatives in the evolution of African education.

Listeners' Responses to Music in Relation to Autochthonous and Experiential Factors:

Abstract: A renewed interest in the development of consumers of music recently has been displayed in the field of music education. New materials and curriculums are available for use in helping students in music classes and organizations become more perceptive listeners. This recent emphasis on the development of music listeners has been welcomed by many, but relatively little data is available on the manner in which listeners respond to music.' Each person certainly responds to music in an idiosyncratic manner, yet it does not seem unreasonable to expect that there will be some similarities in responses among persons. Several typologies of reactions to music have been constructed. Each of these typologies attests to an investigator's belief that there are similarities in reactions to music. Extant typologies range in complexity from a simple dichotomized division into extrinsic and intrinsic responses, to multifaceted characterizations that require as many as fourteen categories. During the present study, a review of these typologies led to several conclusions. Many of the categorizations can be criticized as having been imposed on the data rather than being assembled from the data. Other taxonomies have seemed to ignore the possibility that a subject might react in more than one manner simultaneously. Furthermore, most of the existing typologies were constructed prior to the advent of electronic data processing; thus their creators could not examine several variables concurrently. In spite of these weaknesses, the partial agreement that could be detected among typologies indicated

A Nationwide Study of Student Career Development; Summary of Results.

Abstract: Career education and career guidance are currently high-priority items on the national agenda Many believe student career development to be the unifying theme and primary goal of career education efforts It is in this context of national concern that ACT's “Nationwide Study of Student Career Development” was launched The primary objective of the study was to assess and summarize core aspects of the career development of American youth A nationally repre­ sentative sample of approximately 32,000 8th, 9th, and 11th grade students in 200 schools partici­ pated in the study in the Spring of 1973 This report focuses on the more salient findings of the study with results presented in terms of what students say, do, and know about career develop­ ment A major finding is the sharp contrast between need for help with career planning and the help students have been receiving In general, study results support the current emphasis on career guidance and career education Because the study is unique, both in its focus and its national scope, results should provide educational policy makers and planners at both the national and local levels with a new perspective on the career development status and needs of students NATIONWIDE STUDY OF STUDENT CAREER DEVELOPMENT: SUMMARY OF RESULTS Dale Prediger John Roth Richard Noeth1 I BACKGROUND, PURPOSE, AND FOCUS OF STUDY Career education, with student career develop­ ment as a central theme, is currently a high-priority item on the national agenda Federal, state, and local resources are being allocated to curriculum devel­ opment, pilot projects, field tests, and program implementation Accompanying this thrust is a growing awareness—both among professional educators and the publics they serve—of the impor­ tance and complexity of the career choice process Increasingly, work is being recognized as one of the central experiences of Man and Woman—as the making of a life as well as the making of a living (Super, 1957) A career can be defined briefly as encompassing the educational and vocational strands of life—the unfolding series of educational and vocational experiences and decisions related to a person’s pro­ ductive role in society As viewed in the context of career development theory, career-related experi­ ences and decisions begin early in life and accumu­ late in their effect on subsequent decisions The career-related decisions required of adolescents in today's society are especially difficult Specialists in guidance have long recognized the dilemma inher­ ent in the increasing complexity of career options and the decreasing visibility of work as its location shifts from neighborhood main streets to industrial complexes and high-rise office buildings Students apparently feel the impact of this dilemma, as one of the most salient findings of this study is the degree to which students, both boys and girls, recognize a need for career guidance Recent labor market d iffi­ culties of college graduates, the growing recog­ nition that “ college” is just one of many socially acceptable post-high school options, and the impact of the women's liberation movement have no doubt contributed to this student awareness Because of its potential contribution to the career development of students, career guidance is being recognized as a major responsibility of the nation’s schools The time-extensive, developmental nature of career-related experiences and decisions pointto the need for developmental career guidance pro­ grams ratherthan the one-shot, square-peg, squarehole vocational counseling of the past These programs, which involve community resources, the classroom, and guidance groups in addition to oneto-one counseling, are just now beginning to appear in significant numbers in the nation’s schools Their effects are yet to be felt The authors, who also served as co-directors of the study, are research psychologists in the Research and Development Division of ACT The assistance of Bert Westbrook Associate Professor of Psychology North Carolina State University, in the development of the instruments used in the study is gratefully acknowledged Jane Bergsten and David Bayless sampling statisticians at Research Triangle Institute, provided invaluable help with sample design, selection, and weighting Finally, we are grateful to Leo Munday, Vice President of the Research and Development Division of ACT for his administrative support and helpful comments on an early draft of this report

The teacher-innovator: Models of teaching as the core of teacher education

Abstract: A design for teacher education has been made around the concept of providing teacher trainees with the theoretical understanding of the major models of teaching and the clinical competence to employ them in the classroom. Research indicates that this design enables teachers to acquire the ability to radiate several models in the classroom regardless of their “natural” styles. While personal values do not appear to affect acquisition of the repertoire of models, conceptual level is related to repertory acquisition. The teaching behavior of cooperating (supervising) teachers is not related to the behavior of teacher trainees when practicing the models of teaching but is related to their more general teaching styles.

Nurse practitioners in primary care. I. The McMaster University educational program

Abstract: In 1971 McMaster University offered an educational program for nurse practitioners sponsored jointly by the Faculty of Medicine and the School of Nursing. Priority in the pilot program was given to nurses employed in family practice settings and to those participating in related McMaster studies. Because of the implications of a change in role for both nurse and physician, one requirement for acceptance of a nurse in the program was participation of the physician-associate in the educational program. The program prepares registered nurses to extend their responsibilities in primary health care activities for the assessment and management of patients in family practice. The current evaluations of the pilot-study results suggest that such programs can contribute effective resources towards meeting expectations of ready access to primary care by the people of Canada.