Showing papers on "Curriculum published in 1976"
Book•
01 Jan 1976
TL;DR: In "From Communication to Curriculum", Douglas Barnes argues that the kind of personal and conversational interaction that exists between teacher and pupil is a crucial aspect of the learning process as discussed by the authors.
Abstract: In "From Communication to Curriculum," Douglas Barnes argues that the kind of personal and conversational interaction that exists between teacher and pupil is a crucial aspect of the learning process. Using transcribed conversations from the classroom, he analyzes the different styles of discourse in use, showing the importance of relatively unstructured conversations in the work of schooling. Barnes rejects the view that some children fail in school because they have difficulty with language, emphasizing instead the inhibiting effects of rigid and formalized methods of teaching which are often in opposition to the natural patterns of inquiry which children develop outside school.
1,288 citations
Book•
01 Jan 1976
TL;DR: In this paper, the authors discuss the nature of supervision and the roles of the school supervisor, and present a one-to-one basis for teachers to evaluate their own performance.
Abstract: Part I: Nature of Supervision. 1. Roles of the School Supervisor. 2. Issues in Supervision. Part II: Leadership in Instructional Development. 3. Helping Teachers Plan for Instruction. 4. Helping Teachers Present Instruction. 5. Helping Teachers with Classroom Management. 6. Helping Teachers Evaluate Instruction. Part III: Leadership in Curriculum Development. 7. Helping Teachers Plan and Implement Curricula. 8. Helping Teachers Evaluate Curricula. Part IV: Leadership in Staff Development. 9. Helping Teachers through In-Service Programs. 10. Helping Teachers on a One-to-One Basis. 11. Helping Teachers Work Together. 12. Helping Teachers Evaluate Their Own Performance. Part V: The Summative Dimension of Teacher Evaluation. 13. Summative Assessment of Teacher Performance. Part VI: Instructional Supervision: Evaluation and Change. 14. Improving Instructional Supervision.
264 citations
TL;DR: In this article, what should we do with a hidden curriculum when we find one? Curriculum Inquiry: Vol. 6, No. 2, pp. 135-151.
Abstract: (1976). What Should We Do with a Hidden Curriculum When We Find One? Curriculum Inquiry: Vol. 6, No. 2, pp. 135-151.
166 citations
TL;DR: The Sloan Program of the College of Engineering at the University of Illinois as discussed by the authors was designed as an interdisciplinary effort to examine the role of the social sciences and humanities in an engineering curriculum.
Abstract: It seems to me that since the answer to the question in the title of my paper is, for members of interdisciplinary groups, not always and obviously, yes, an examination of why this is so and how it might be overcome is in order. The impetus, and, indeed, part of the content for this investigation arose out of my participation in the Sloan Program of the College of Engineering at the University of Illinois over the past two years. That program was in large part designed as an interdisciplinary effort to examine the role of the social sciences and humanities in an engineering curriculum. The method was interdisciplinary faculty seminars, and my particular interest was in the processes which occurred in those seminars. I was a general participant in the meetings which brought in a series of speaker-discussants on the topics, "How does X View the World." "X" was each week replaced by the name of the discipline of the speaker. In addition, I chaired an interdisciplinary subgroup whose topic was the interdisciplinary research and teaching process. Much of what I will say in the following is a result of these experiences, and although a philosopher, I will be making some non-
163 citations
TL;DR: The Sloan Program of the College of Engineering at the University of Illinois as discussed by the authors was designed as an interdisciplinary effort to examine the role of the social sciences and humanities in an engineering curriculum.
Abstract: It seems to me that since the answer to the question in the title of my paper is, for members of interdisciplinary groups, not always and obviously, yes, an examination of why this is so and how it might be overcome is in order. The impetus, and, indeed, part of the content for this investigation arose out of my participation in the Sloan Program of the College of Engineering at the University of Illinois over the past two years. That program was in large part designed as an interdisciplinary effort to examine the role of the social sciences and humanities in an engineering curriculum. The method was interdisciplinary faculty seminars, and my particular interest was in the processes which occurred in those seminars. I was a general participant in the meetings which brought in a series of speaker-discussants on the topics, "How does X View the World." "X" was each week replaced by the name of the discipline of the speaker. In addition, I chaired an interdisciplinary subgroup whose topic was the interdisciplinary research and teaching process. Much of what I will say in the following is a result of these experiences, and although a philosopher, I will be making some non-
154 citations
TL;DR: The Teaching-Learning Process in Elementary Schools: A Synoptic View as mentioned in this paper is an excellent summary of the teaching-learning process in elementary schools, which is also related to our work.
Abstract: (1976). The Teaching—Learning Process in Elementary Schools: A Synoptic View. Curriculum Inquiry: Vol. 6, No. 1, pp. 5-43.
151 citations
Journal Article•
TL;DR: The health care problems that 88,000 patients presented to 118 family physicians over two years were evaluated and ninety percent of all problems were contained within 169 descriptive problems using the RCGP coding system for primary care.
Abstract: The health care problems that 88,000 patients presented to 118 family physicians over two years were evaluated. As a result, 526,196 health care problems were noted. Ninety percent of all problems were contained within 169 descriptive problems using the RCGP coding system for primary care. Knowledge of the profile of patient problems as they present to the family physician will alow for the development of a logical curriculum for the family practice resident and of patient care systems in family medicine. An appropriate methodology for the development of curriculum is discussed.
123 citations
TL;DR: The question of how content should be sequenced or ordered has been the subject of educational debates for at least the past 70 years (Dewey, 1902; Rugg, 1927; Tyler, 1950; Taba, 1962, Ausubel, 1964; Bruner, 1960; Suppes, 1966; Gagné, 1970, Popham & Baker, 1970; Posner, 1974) as mentioned in this paper.
Abstract: The question of how content should be sequenced or ordered has been the subject of educational debates for at least the past 70 years (Dewey, 1902; Rugg, 1927; Tyler, 1950; Taba, 1962, Ausubel, 1964; Bruner, 1960; Suppes, 1966; Gagné, 1970; Popham & Baker, 1970; Posner, 1974). However, no satisfactory answer has been developed, and no adequate prescription is expected in the near future. In order to properly deal with the prescriptive question, How should content be sequenced? we need first to ask the prior descriptive question, In what ways can,content be sequenced? That is, what principles can be used to sequence content? We have very little information, based on hard data, regarding the consequences of alternative content sequences and will need a good deal more research effort before we are able to satisfactor ily suggest how content should be sequenced. Our intention here is to consider the question, What are the alternatives?
105 citations
Book•
01 Jan 1976
TL;DR: The Curriculum and Individualized Educational Planning for Individuals with Physical, Health, and Multiple Disabilities and for Transition students is presented.
Abstract: PART I IMPACT AND IMPLICATIONS OF PHYSICAL, HEALTH, AND MULTIPLE DISABILITIES 1 Definitions, Supports, Issues, and Services in Schools and Communities 2 Physical Disabilities 3 Health Impairments and Infectious Diseases 4 Cerebral Palsy PART II ACCOMMODATIONS FOR CURRICULAR ACCESS 5 Curricular Options for Individuals with Physical or Multiple Disabilities 6 Task and Situation Analysis 7 Assistive Technology 8 Augmentative and Alternative Communication PART III SPECIALIZED CURRICULA 9 Feeding and Swallowing 10 Adaptations for Personal Independence 11 Adaptations in Physical Education, Leisure Education, and Recreation 12 Transition and Self-Determination PART IV CORE CURRICULUM ADAPTATIONS AND INSTRUCTIONAL STRATEGIES 13 Adaptations and Instruction in Literacy and Language Arts 14 Adaptations and Instruction in Writing 15 Adaptations and Instruction in Science and Social Studies 16 Adaptations and Instruction in Mathematics
01 Mar 1976
Journal Article•
Book•
01 Jan 1976
TL;DR: In this paper, the authors discuss the social context of teaching in the elementary school and the professional development of the teacher in an overview of the elementary education curriculum and its social context.
Abstract: 1. The Social Context of Teaching in the Elementary School. 2. Professional Challenges for Todays Teachers. 3. Overview of the Elementary School Curriculum. 4. The Qualified and Competent Teacher. 5. Classroom Management and Student Discipline. 6. Modes of Teaching. 7. Instructional Objectives. 8. Planning for Teaching and Learning. 9. Organizing and Guiding Childrens Work in Groups. 10. Using Questions to Guide Childrens Learning. 11. Helping Children Learn Essential Skills. 12. Teaching Facts, Concepts, and Generalizations. 13. Affective Learning in the Elementary School. 14. Assessment and Evaluation of Student Performance. 15. Professional Development of the Elementary School Teacher. List of Lesson Plans. Index.
TL;DR: The number of faculties with major commitments to medical ethics teaching increased approximately 50% (from 19 to 31) and several schools now have departments or interdepartmental teaching programs with formal structure and permanent staff.
Abstract: Medical ethics teaching was surveyed at American medical schools. Of 107 schools that responded, 97 indicated some kind of medical ethics teaching. This included, however, 19 schools where teaching was only by discussion of ethical issues in courses not primarily identified as ethics courses. Fifty-six institutions (up from 17 in 1972) reported that they conducted special conferences, lectures, or seminars on issues in medical ethics. Specific medical ethics electives were offered in 47 schools; some kind of required course existed at six institutions. The number of faculties with major commitments to medical ethics teaching increased approximately 50% (from 19 to 31). Several schools now have departments or interdepartmental teaching programs with formal structure and permanent staff. ( JAMA 235:1030-1033, 1976)
TL;DR: It may seem odd to start presenting a new medical curriculum with quotations well over half a century old, but a close reading of the report of Abraham Flexner does show that many of the principles that the new wave of medical education has developed were already clearly understood in 1910.
Abstract: It may seem odd to start presenting a new medical curriculum with quotations well over half a century old. But a close reading of the report of Abraham Flexner,2 on which most subsequent medical education was founded, does show that many of the principles that the new wave of medical education has developed were already clearly understood in 1910. It was the methods and administrative arrangements that developed in the decades after his report that seemed to confound the principles. It is a sobering thought for those of us who have been concerned with a new medical school. We have tried a fresh approach, an alternative to conventional methods, and in presenting the McMaster curriculum, I shall do my best to balance our achievements and our problems.
TL;DR: The Moribund Curriculum Field: Its Wake and Our Work as discussed by the authors is a collection of essays about the history of the curriculum field and its role in the curriculum inquiry.
Abstract: (1976). The Moribund Curriculum Field: Its Wake and Our Work. Curriculum Inquiry: Vol. 6, No. 2, pp. 153-167.
TL;DR: A new approach to evaluation of curriculum by comparing pretests and posttests, with an analysis of posttest grade-placement distributions as a function of pretest distribution and exposure in some form to the new curriculum is presented.
Abstract: In this report we present a new approach to evaluation of curriculum. Many of us who have been engaged in curriculum reform efforts have been dissatisfied with the wait-and-see approach required when classical evaluation of a new curriculum is used. We have in mind evaluation by comparing pretests and posttests, with an analysis of posttest grade-placement distributions as a function of pretest distribution and exposure in some form to the new curriculum. In line with approaches used in other parts of science, it is natural to ask if a more predictive-control approach could be used and made an integral part of the curriculum to ensure greater benefits, especially for the disadvantaged or handicapped student. The approach discussed in this report is aimed precisely at this question. The strategy is to develop a theory of prediction for individual student progress This research was funded by Office of Education Grant No. OEG-0-70-4797(607), OE Project No. 142280.
TL;DR: An analysis of the meanings attached to "careers education" in Britain and to ''career education'' in the USA reveals a number of important differences, each of which identifies questionable assumptions in the careers education model emerging in Britain this paper.
Abstract: An analysis of the meanings attached to ‘careers education’ in Britain and to ‘career education’ in the USA reveals a number of important differences, each of which identifies questionable assumptions in the careers education model emerging in Britain. Attention is also addressed to three major problems which have received inadequate attention in both countries: the socio-political aims of career(s) education, the extent to which it should be concerned with paid employment, and the relationship between the content of careers education curricula and the institutional structures within which these curricula are based.
Book•
01 Jan 1976TL;DR: In this paper, a positive theory of curriculum theory is proposed and a "worthwhile" chapter is presented, along with alternative approaches to the Curriculum and its application.
Abstract: Introduction. Part 1: Critical Comments on Curriculum Theory. 1 Towards a Worthwhile Curriculum. 2 Alternative Approaches to the Curriculum. Part 2: A Positive Theory of Curriculum. 3 A 'Worthwhile' Chapter. 4 The Curriculum. Index.
TL;DR: In this paper, the authors suggest a method for integrating the study of ethics into a public administration curriculum and suggest that it might be unwise to put too much stress on Watergate in discussing future curriculum developments.
Abstract: The purpose of this article is to suggest a method for integrating the study of ethics into a public administration curriculum. Although the Watergate scandals succeeded in transforming ethics into a growth industry, it might be unwise to put too much stress on Watergate in discussing future curriculum developments. An obvious reason for this caution is that the primary offenders in Watergate were officials who were either elected or politically appointed rather than career bureaucrats.
TL;DR: For centuries, Alexandria remained a great centre of learning, yet very little is known about the early Alexandrian medical curriculum.
Abstract: HIISTORIANS OF MEDICINE are a little perplexed about the \"Museum, School, and Library\" in ancient Alexandria. The names, at least, of eminent Hellenistic anatomists, physiologists and experimental pathologists of that period are known, and fragments from secondary sources on their achievements are available.' For centuries, Alexandria remained a great centre of learning, yet very little is known about the early Alexandrian medical curriculum. Galen (c. A.D. 130-c. A.D. 200),2 whose works provide the best source of information about his contemporaries and predecessors, studied anatomy in Pergamum, then at Smyrna, Corinth, and later in Alexandria, whence he returned to Pergamum to take up a post of physician to the gladiators.3 Of all these schools, he singled out Alexandria, expressing unqualified admiration of its system for the teaching of osteology:
01 Jan 1976
TL;DR: In this paper, the authors present a systematic inquiry directed towards the development of the interdisciplinary foundations of lifelong education and gain experience in the methodological aspects of such a conceptual study, where the intention was to begin the process of developing guidelines that might provide a theoretical base for reasonably valid and internally consistent operational action.
Abstract: Publisher Summary This chapter presents a systematic inquiry directed towards the development of the interdisciplinary foundations of lifelong education. Another purpose was to gain experience in the methodological aspects of such a conceptual study. The genesis of this study shows that these tasks are of fundamental importance for the operationalization of the concept of lifelong education and for undertaking further research and developmental activities to this effect. Therefore, this study was designed to make an attempt at unfolding the multiple perspectives of lifelong education with the help of several pertinent disciplines. For the purposes of implementing a comprehensive idea like lifelong education, a large number of operational decisions need to be taken in the areas of policy and planning, organization and structures, objectives and curriculum content, instruction and evaluation, and so on. The intention was to begin the process of developing guidelines that might provide a theoretical base for reasonably valid and internally consistent operational action. In addition, such a theoretical base may help identify the internal consistency, contradictions, and conflicts existing in a given system of education when examined in the framework of lifelong education.
01 Jan 1976
TL;DR: A comprehensive overview of current research, proven methods, and successful applications for designing and delivering effective comprehension instruction in K-12 classrooms across the curriculum is provided in this article, which examines the broad array of strategies that teachers can use to develop comprehension proficiency in all students, even those who had limited previous success in reading.
Abstract: o-published by Jossey-Bass and the International Reading Association, Improving Comprehension Instruction provides a comprehensive overview of current research, proven methods, and successful applications for designing and delivering effective comprehension instruction in K-12 classrooms across the curriculum. Featuring chapters written by noted experts in literacy, cognition, and teaching methodology, this much-needed volume examines the broad array of strategies that teachers can use to develop comprehension proficiency in all students, even those who have had limited previous success in reading. Each chapter focuses on a particular facet of comprehension, presenting research, model instructional practices, and steps needed to ensure that the instructional innovations are effectively adopted in the classroom.
TL;DR: It is generally accepted that medical students should learn those stories from the basic sciences which enable medicine to be rational, but there are several reasons why science as an explanatory activity has much more to offer, particularly if the views of Popper are accepted.