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Showing papers on "Curriculum published in 2002"


Journal ArticleDOI
TL;DR: In this article, a vision of culturally responsive teacher educators is presented, which can serve as the starting point for conversations among teacher educators in the process of teacher education to move beyond the fragmented and superficial treatment of diversity.
Abstract: To successfully move the field of teacher education beyond the fragmented and superficial treatment of diversity that currently prevails, teacher educators must articulate a vision of teaching and learning in a diverse society and use that vision to systematically guide the infusion of multicultural issues throughout the preservice curriculum. A vision is offered of culturally responsive teachers that can serve as the starting point for conversations among teacher educators in this process. In this vision, culturally responsive teachers (a) are socioculturally conscious, (b) have affirming views of students from diverse backgrounds, (c) see themselves as responsible for and capable of bringing about change to make schools more equitable, (d) understand how learners construct knowledge and are capable of promoting knowledge construction, (e) know about the lives of their students, and (f) design instruction that builds on what their students already know while stretching them beyond the familiar.

1,527 citations


Journal ArticleDOI
TL;DR: In this paper, the authors report on a series of analyses conducted using data from Prospects: The Congressionally-Mandated Study of Educational Opportunity, which gathered a rich store of data on instructional processes and student achievement in a large sample of U.S. elementary schools during the early 1990s.
Abstract: This report is about conceptual and methodological issues that arise when educational researchers use data from large-scale, survey research studies to investigate teacher effects on student achievement. In the report, we illustrate these issues by reporting on a series of analyses we conducted using data from Prospects: The Congressionally Mandated Study of Educational Opportunity. This large-scale, survey research effort gathered a rich store of data on instructional processes and student achievement in a large sample of U.S. elementary schools during the early 1990s as part of the federal government's evaluation of the Title I program. We use data from Prospects to estimate the "overall" size of teacher effects on student achievement and to test some specific hypotheses about why such effects occur. On the basis of these analyses, we draw some substantive conclusions about the magnitude and sources of teacher effects on student achievement and suggest some ways that survey-based research on teaching can be improved. Disciplines Curriculum and Instruction | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Education Policy Comments View on the CPRE website. This report is available at ScholarlyCommons: http://repository.upenn.edu/cpre_researchreports/31 What Large-Scale, Survey Research Tells Us About Teacher Effects On Student Achievement: Insights from the Prospects Study of Elementary Schools Brian Rowan, Richard Correnti, and Robert J. Miller CPRE Research Report Series RR-051

839 citations


Book
01 Apr 2002
TL;DR: This chapter help teachers had the, digital age universal design for exceptional, however a rich array of text udl principles.
Abstract: Ensuring that all students achieve the same high standard of learning would be much easier if you could quickly and easily customize lesson plans and curriculum materials to each student's needs, interests, and skills level. Here's a book that explains how to make that ideal a reality. Explore the concept of Universal Design for Learning and how it can help you meet standards while you address the unique needs of each student. Drawing from brain research and the power of digital technology, the authors explain how to: Set appropriate goals for every student. Choose the teaching methods and materials that give every student optimum instructional support. Ensure the fair and accurate assessment of every student's progress. A school case study, a set of templates, and links to online resources get you started in applying the concepts to your classroom. A companion website offers interactive experiences, classroom videos, lessons, online discussions, interviews with experts, student case stories, resource links, and more in-depth information.

814 citations


Book
01 Jan 2002
TL;DR: The Power of Their Ideas: Lessons for America from a Small School in Harlem, by Deborah Meier as mentioned in this paper describes the activities that have taken place within the Central Park East schools, identifying as key elements their small size, smaller student bodies, emphases on cooperative learning and curriculum integration, longer class periods (one or more hours) and full-length advisory periods as well as the on-site decision making that takes place at the schools and the intensive parental involvement they demand.
Abstract: The Power of Their Ideas: Lessons for America from a Small School in Harlem, by Deborah Meier. Boston: Beacon Press, 1995. 190 pp. $12.00, paper. Reviewed by Herbert J. Walberg, The University of Illinois at Chicago. From 1940 to 1990, the number of public school districts in the United States declined from 117,108 to 15,367 while the average number of students enrolled in them rose more than 10 times, from 217 to 2,637. During this same half century, the number of schools in these larger districts declined from approximately 200,000 to 62,037 while their average enrollments rose from 127 to 653 (Walberg & Walberg, 1994). Notwithstanding, a huge and increasing amount of research suggests that, other things being equal, students achieve more in smaller districts and smaller schools (Walberg & Walberg, 1994). Yet, big city school systems cannot easily be broken up and it would cost too much to replace the larger schools within them with more intimate buildings. Thus, at least for the time being, school districts are stuck with facilities whose large size has been shown to contribute, to some extent, to the failure of large numbers of students. New York City, with about 900,000 students and nearly a thousand schools, is home to our nation's biggest school system. Yet it is within one high-poverty and "majority minority" district of this mammoth entity that much of the work of developing and refining a more intimate educational setting has taken place. Indeed, the author of this book and the staff of the four innovative public schools she established in New York City's Central Park East District 4 can take much of the credit for the school-within-aschool concept of separate, smaller schools of choice with distinct identities, staffing, and students housed within larger school buildings. This work-which is part autobiography, part excerpts from personal diaries, and part reworked essays published elsewhere-presents Meier's own story and educational philosophy as much as it reveals the nature and extent of the educational reform that has occurred within her East Harlem schools. Describing herself as the product of a private progressive school, Meier repeatedly iterates her faith in the potential of public education while delineating a pattern of failure in big city schools and in the involvement of urban parents in their children's education. She nonetheless maintains, however, that the schools where she has labored as a principal, teacher, and educational reformer for the past 21 years show that it is possible to break that pattern. These schools, Meier claims, follow the tradition of many of New York's private schools by challenging the low and trivial expectations of students held by teachers, parents, and administrators of most urban public schools. She describes in this book many of the activities that have taken place within the Central Park East schools, identifying as key elements their small size, smaller student bodies, emphases on cooperative learning and curriculum integration, longer class periods (one or more hours) and full-length advisory periods as well as the on-site decision making that takes place at the schools and the intensive parental involvement they demand. According to Meier: Each of the four schools offers a rich and interesting curriculum full of powerful ideas and experiences aimed at inspiring its students with the desire to know more, [and] a curriculum that sustains students' natural drive to make sense of the world and trusts in their capacity to have an impact upon it. (p. 16) But have the Central Park East schools really been successful? Then, if they have, what factors or conditions have contributed to that success? Can these elements be successfully implemented beyond the District 4 community? These are the big questions most educators would like to see answered. Although Meier provides in this book some statistics on dropout and college attendance rates showing that her Central Park East students fare better than their peers in many other New York City public schools, she can cite no studies using control groups of strictly comparable students to substantiate her claims because no such studies have been done to date. …

560 citations


Journal ArticleDOI
TL;DR: The growing literature on undergraduate teaching and learning currently lacks an organizing framework as discussed by the authors, distinguishing between hard pure, soft pure, hard applied and soft applied fields of study, and hence making it possible to highlight generally unremarked similarities and differences between the various research findings.
Abstract: The growing literature on undergraduate teaching and learning currently lacks an organising framework. This article sets out to provide one, distinguishing between hard pure, soft pure, hard applied and soft applied fields of study, and hence making it possible to highlight generally unremarked similarities and differences between the various research findings. In doing so, it draws extensively on the relevant literature, offering separate analyses of knowledge-related and socially related studies. The former embody curriculum, assessment and cognitive purpose, while the latter encompass group characteristics of teachers, types of teaching method and student learning requirements. The concluding section draws out the main implications for policy and practice related to staff development, computer-based learning, assessment of student learning and quality measures.

541 citations


01 Jan 2002
TL;DR: For instance, this paper found that how teachers structure student-student interaction patterns has a lot to say about how well students learn, how they feel about school and the teacher, how students feel about each other, and how much selfesteem they have.
Abstract: How students perceive each other and interact with one another is a neglected aspect of instruction. Much training time is devoted to helping teachers arrange appropriate interactions between students and materials (i.e., textbooks, curriculum programs) and some time is spent on how teachers should interact with students, but how students should interact with one another is relatively ignored. It should not be. How teachers structure student-student interaction patterns has a lot to say about how well students learn, how they feel about school and the teacher, how they feel about each other, and how much selfesteem they have.

535 citations


Journal ArticleDOI
TL;DR: In this article, transitions in the operational definitions of professionalism over the last 20 years will be discussed, as a consequence of (imposed) changes in the control of curriculum and assessment and increased measures of public accountability.

517 citations


Journal ArticleDOI
TL;DR: This article reviews and synthesizes the literature that documents CSR implementation and finds that all five policy attributes contribute to implementation; in particular, specificity is related to implementation fidelity, power to immediate implementation effects, and consistency, authority, and stability to long-lasting change.
Abstract: Comprehensive school reform, or CSR, a currently a popular approach to school improvement, is intended to foster schoolwide change that affects all aspects of schooling (e.g., curriculum, instruction, organization, professional development, and parent involvement). Federal, state, and local legislation and funding have supported CSR implementation, and in 1997 Congress enacted the Comprehensive School Reform Demonstration program, which gives financial support to schools adopting such reforms. This article reviews and synthesizes the literature that documents CSR implementation, positing that the more specific, consistent, authoritative, powerful, and stable a policy is, the stronger its implementation will be. It finds that all five policy attributes contribute to implementation; in particular, specificity is related to implementation fidelity, power to immediate implementation effects, and consistency, authority, and stability to long-lasting change.

508 citations


Journal ArticleDOI
TL;DR: Sourcer's Apprentice as discussed by the authors is a computer-based tutorial and practice environment for teaching students to source and corroborate while reading history texts, and it has been shown that students who used the Sourcer's apprentice in place of regular classroom activity or a textbook-centered version of the same content improved at sourcing, contextualization, and...
Abstract: Sourcing, contextualization, and corroboration are document-level literacy skills that experts routinely use when working with history documents. These are also skills that educators and curricula planners expect students to acquire. We examine high school and college students' current degree of proficiency with these skills and describe our development and evaluation of a computer-based tutoring system designed to teach these skills. We observed that high school and college students who were asked to read multiple documents did not spontaneously attend to source information. Based on analyses of expert and intermediate behavior, we developed the Sourcer's Apprentice, a computer-based tutorial and practice environment for teaching students to source and corroborate while reading history texts. In 3 evaluation studies we found that students who used the Sourcer's Apprentice in place of regular classroom activity or a textbook-centered version of the same content improved at sourcing, contextualization, and...

441 citations


Book
30 Nov 2002
TL;DR: A holistic view of Textbooks and Educational Opportunity, and Translating Policy into Practice: Measuring Curricular Elements and Content Presentation.
Abstract: Preface. Acknowledgements. 1. Textbooks and Educational Opportunity. 2. Physical Features of Textbooks. 3. Textbook Structure. 4. Content Presentation. 5. Textbook Expectations for Performance. 6. Textbook Lessons. 7. Holistic View of Textbooks. 8. Translating Policy into Practice. References. Appendix A: TIMSS Curriculum Frameworks: Measuring Curricular Elements. Appendix B: List of Exhibits. The Authors.

424 citations


Journal ArticleDOI
TL;DR: The authors examined the extent to which and the ways in which principal leadership for professional development at four urban elementary schools addressed three aspects of school organizational capacity: teachers' knowledge, skills, and dispositions; professional community; and program coherence.
Abstract: Based on a multiyear, qualitative study of urban elementary schools, this article examines the extent to which and the ways in which principal leadership for professional development at four schools addressed three aspects of school organizational capacity: teachers' knowledge, skills, and dispositions; professional community; and program coherence. Findings from the study indicate that effective principals can sustain high levels of capacity by establishing trust, creating structures that promote teacher learning, and either connecting their faculties to external expertise or helping teachers generate reforms internally. Study results also suggest that during transitions in school leadership, incoming principals must be cognizant of shared norms and values among their faculties before initiating new practices in curriculum, instruction, or school organization. Finally, study findings indicate that in future studies of principal effects, it may be useful for researchers to employ professional community an...

Journal ArticleDOI
TL;DR: This article examined how well middle school programs support the attainment of key scientific ideas specified in national science standards, and identified typical strengths and weaknesses of these programs using research-based criteria, finding that whereas key ideas were generally present in the programs, they were typically buried between detailed or even unrelated ideas, and that programs only rarely provided students with a sense of purpose for the units of study, took account of student beliefs that interfere with learning, engaged students with relevant phenomena to make abstract scientific ideas plausible, modeled the use of scientific knowledge so that students could apply what they learned in everyday situations,
Abstract: The purposes of this study were to examine how well middle school programs support the attainment of key scientific ideas specified in national science standards, and to identify typical strengths and weaknesses of these programs using research-based criteria. Nine widely used programs were examined by teams of teachers and specialists in research on teaching and learning. Reviewers found that whereas key ideas were generally present in the programs, they were typically buried between detailed or even unrelated ideas. Programs only rarely provided students with a sense of purpose for the units of study, took account of student beliefs that interfere with learning, engaged students with relevant phenomena to make abstract scientific ideas plausible, modeled the use of scientific knowledge so that students could apply what they learned in everyday situations, or scaffolded student efforts to make meaning of key phenomena and ideas presented in the programs. New middle school science programs that reflect findings from learning research are needed to support teachers better in helping students learn key ideas in science. The criteria and findings from this study on the inadequacies in existing programs could serve as guidelines in new curriculum development. 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 522-549, 2002 Whereas curriculum materials (and in particular textbooks and their accompanying teacher's guides) are but one of the resources available to teachers, they have a major role in teaching and learning. Many teachers rely on them to provide some or all of their content and pedagogical content knowledge, and this is especially so when the teacher is a novice or is teaching outside his or her area of expertise (Ball & Feiman-Nemser, 1988; National Educational Goals Panel, 1994). Acknowledging their role in teaching and learning, both science education researchers and policy makers have called for systematic, research-based reviews of science curriculum materials as a means for improving their quality, influencing teacher practice, and supporting science education reform (Good, 1993; National Research Council (NRC), 1999, 2000b).

Journal ArticleDOI
TL;DR: In this paper, the authors describe some features in the changing landscape of activities intended to improve both quality and access in science, mathematics, engineering, and technology (SMET) undergraduate education.
Abstract: This paper describes some features in the changing landscape of activities intended to improve both quality and access in science, mathematics, engineering, and technology (SMET) undergraduate education. Observations are offered from the viewpoint afforded by my work—broadly over the last 10 years—both as a researcher, and as an evaluator for projects related to the improvement of undergraduate SMET education. Over that period, I have watched the landscape change—some issues, at first prominent, have diminished in importance; some are emergent; and yet others lie on the horizon. I have also observed that actions in pursuit of various reform goals reflect a variety of theories about how change can be accomplished that are not necessarily complementary. This short history of shifts in the focus of our efforts, and in our beliefs about how they may be achieved, is offered as a framework for discussion of these nationwide endeavors and as an aid in considering next steps. © 2001 John Wiley & Sons, Inc. Sci Ed86:79–105, 2001.

Journal ArticleDOI
TL;DR: The Myers-Briggs Type Indicator (MBTI) was administered to a group of 116 students taking the introductory chemical engineering course at North Carolina State University as discussed by the authors, and the experimental instructional approach appeared to improve the performance of MBTI types (extraverts, sensors, and feelers).
Abstract: The Myers-Briggs Type Indicator ® (MBTI) was administered to a group of 116 students taking the introductory chemical engineering course at North Carolina State University. That course and four subsequent chemical engineering courses were taught in a manner that emphasized active and cooperative learning and inductive presentation of course material. Type differences in various academic performance measures and attitudes were noted as the students progressed through the curriculum. The observations were generally consistent with the predictions of type theory, and the experimental instructional approach appeared to improve the performance of MBTI types (extraverts, sensors, and feelers) found in previous studies to be disadvantaged in the engineering curriculum. The conclusion is that the MBTI is a useful tool for helping engineering instructors and advisors to understand their students and to design instruction that can benefit students of all types.

Journal ArticleDOI
TL;DR: The fundamental problem of students' prior conceptions is considered and why prior conceptions often underpin students' misunderstanding of the evolutionary concepts being taught and how these conceptions can often be discovered and addressed.
Abstract: In the past decade, the academic community has increased considerably its activity concerning the teaching and learning of evolution. Despite such beneficial activity, the state of public understanding of evolution is considered woefully lacking by most researchers and educators. This lack of understanding affects evolution/science literacy, research, and academia in general. Not only does the general public lack an understanding of evolution but so does a considerable proportion of college graduates. However, it is not just evolutionary concepts that students do not retain. In general, college students retain little of what they supposedly have learned. Worse yet, it is not just students who have avoided science and math who fail to retain fundamental science concepts. Students who have had extensive secondary-level and college courses in science have similar deficits. We examine these issues and explore what distinguishes effective pedagogy from ineffective pedagogy in higher education in general and evolution education in particular. The fundamental problem of students' prior conceptions is considered and why prior conceptions often underpin students' misunderstanding of the evolutionary concepts being taught. These conceptions can often be discovered and addressed. We also attend to concerns about coverage of course content and the influence of religious beliefs, and provide helpful strategies to improve college-level teaching of evolution.

Journal ArticleDOI
TL;DR: This paper argued that it is helpful to distinguish between assessment systems primarily intended to provide feedout and those intended to providing feedback, and that assessment purposes themselves have fallen into disarray, which requires a reappraisal of curriculum in addition to any technical changes that appear to be expedient.
Abstract: The article begins with a view of learning and of what its assessment entails, arguing that it is helpful to distinguish between assessment systems primarily intended to provide feedout and those intended to provide feedback. Attention is then concentrated on summative, feedout, or high stakes assessment, which is supposed to be highly reliable. A number of difficulties with current practices are then identified, leading to the claim that high stakes assessment in first degrees is in such disarray that it is difficult to know what grades or classifications mean and risky to treat them as reliable. Two main lines of response are explored. The first treats this as a failure of technique, while the second adds that assessment purposes themselves have fallen into disarray, which requires a reappraisal of curriculum in addition to any technical changes that appear to be expedient.

Journal Article
TL;DR: While attention to choosing the appropriate hardware and software for the classroom is prerequisite, it is the skill and attitude of the teacher that determines the effectiveness of technology integration into the curriculum.
Abstract: There are many issues related to the successful use of technology in the classroom. Some of the more salient include securing necessary annual funding, the development of dynamic plans, and decisions concerning platforms, hardware, T1 lines, software, and so forth. While these are perhaps the most obvious considerations, an often-overlooked but crucial determinant of whether technology succeeds or fails in the classroom is a less than obvious one…the teacher. While attention to choosing the appropriate hardware and software for the classroom is prerequisite, it is the skill and attitude of the teacher that determines the effectiveness of technology integration into the curriculum.

01 Jan 2002
TL;DR: In this paper, the author imbued learners with a leaping flexible-mindedness and facility for the intussusception of both situated and embodied properties which, in their rapprochement, establish connectivity across widely diverse human experience.
Abstract: reason’ (p. 152), imbuing learners with a leaping flexible-mindedness and facility for the intussusception of both situated and embodied properties which, in their rapprochement, establish connectivity across widely diverse human experience. He

Journal ArticleDOI
TL;DR: In this article, the authors presented a study on teacher college record, which was published in Teacher College Record, 104, 273-300 and reported the results of a study conducted by Benjamin Dotger.
Abstract: ed by Benjamin Dotger Results of this study were published in Teacher College Record, 104, 273-300.


Journal ArticleDOI
TL;DR: In this paper, the importance of professional development programs as complementary to preservice preparation is emphasized, while on-the-job inservice programs offer a glimpse of the requirements for the position, they do not offer ample time to learn everything about the job prior to practicing.
Abstract: This article articulates the importance of professional development programs as complementary to preservice preparation While on-the-job inservice programs offer preservice administrators a glimpse of the requirements for the position, they do not offer ample time to learn everything about the job prior to practicing This article offers information about sources of professional development including universities, professional associations, governmental agencies, and not-for-profit organizations Each source is analyzed, including the focus of the program, its purpose, curriculum, instructional strategies, location, internal coherence and integration of technology The article also provides examples of exemplary programs offered by each source

Journal ArticleDOI
TL;DR: This paper found that using reform-oriented mathematics curricula achieved a reduction in linguistic, ethnic, and class inequalities in their schools, suggesting that relational analyses of equity go beyond the curriculum to include the teacher and their teaching.
Abstract: Some researchers have expressed doubts about the potential of reform-oriented curricula to promote equity. This article considers this important issue and argues that investigations into equitable teaching must pay attention to the particular practices of teaching and learning that are enacted in classrooms. Data are presented from two studies in which middle school and high school teachers using reform-oriented mathematics curricula achieved a reduction in linguistic, ethnic, and class inequalities in their schools. The teaching and learning practices that these teachers employed were central to the attainment of equality, suggesting that it is critical that relational analyses of equity go beyond the curriculum to include the teacher and their teaching.

BookDOI
01 Jan 2002
TL;DR: Amaral et al. as discussed by the authors discuss the role of external stakeholders in European higher education governance and present a review and assessment of the state of the art in Dutch higher education.
Abstract: List of Contributors. Preface A. Amaral, P. Maassen. Introduction M.I. Reed, et al. The Emergent Role of External Stakeholders in European Higher Education Governance A. Amaral, A. Magalhaes. Organisational Strategies and Governance Structures in Dutch Universities P. Maassen. Trust, the Essence of Governance? H.de Boer. The Recent Evolution of French Universities C. Musselin, S, Mignot-Gerard. University Governance and Finance: The Impact of Changes in Resource Allocation on Decision Making Structures T. Chevaillier. Between Control, Rituals and Politics: The Governing Board in Higher Education Institutions in Norway I. Marheim-Larsen. The Construction of New Curricula in a New Educational Context: Roles and Responsibilities in Nursing Education in Norway B. Karseth. Interdepartmental Functional Integration and Decentralisation of Decision Making in the Merged Colleges of Higher Education in Flanders, Belgium J.C. Verhoeven, G. Devos. New Managerialism, Professional Power and Organisational Governance in UK Universities: A Review and Assessment M.I. Reed. Higher Education Governance in the UK: Change and Continuity O. Fulton. The Structure of University Governance in Canada: A Policy Network Approach G.A. Jones. On the Road to Mediocrity? Governance and Management of Australian Higher Education in the Market Place V.L. Meek. Governance in US Universities: Aligning Internal Dynamics with Today's Needs E. El-Khawas. Governing Higher Education: Comparing National Perspectives A. Amaral, et al.

Journal ArticleDOI
TL;DR: In this article, the authors propose a framework for the ordering of the curriculum for tourism higher education, which comprises four key domains of vocational action, vocational reflection, liberal reflection, and liberal action.

01 Jan 2002
TL;DR: In this article, anion de données et masquage des informations is used to evaluate the performance of interfaces utilisateur efficaces in the context of web applications.
Abstract: ion de données et masquage des informations. Interfaces utilisateur efficaces

Journal ArticleDOI
TL;DR: In this paper, a critical race curriculum for education is proposed, which is based on the Critical Race Curriculum (CRC) and is shown to be effective for minority students.
Abstract: (2002). Toward a Critical Race Curriculum. Equity & Excellence in Education: Vol. 35, No. 2, pp. 93-107.

Journal ArticleDOI
TL;DR: In this article, a sample of 142 10th-and 11th-grade students enrolled in a Project-Based Science (PBS) program completed the National Assessment of Educational Progress (NAEP) science test and compared with subgroups identified by NAEP that most closely matched their student sample, white and middle class, PBS students outscored the national sample on 44% of NAEP test items.
Abstract: Reform efforts in science education emphasize the importance of supporting students' construction of knowledge through inquiry. Project-based science (PBS) is an ambitious approach to science instruction that addresses concerns of reformers. A sample of 142 10th- and 11th-grade students enrolled in a PBS program completed the 12th-grade 1996 National Assessment of Educational Progress (NAEP) science test. Compared with subgroups identified by NAEP that most closely matched our student sample, White and middle class, PBS students outscored the national sample on 44% of NAEP test items. This study shows that students participating in a PBS curriculum were prepared for this type of testing. Educators should be encouraged to use inquiry-based approaches such as PBS to implement reform in their schools. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 410–422, 2002

Journal ArticleDOI
TL;DR: Suggestions are given for direct instruction aimed at developing “habits of mind” for statistical thinking in students, and suggestions for assessing students' ability to think statistically.
Abstract: This paper focuses on a third arm of statistical development: statistical thinking. After surveying recent definitions of statistical thinking, implications for teaching beginning students (includi...

Journal ArticleDOI
TL;DR: The concept of learning outcomes and outcome-based education is high on today's education agenda and a design-down approach encourages ownership of the outcomes by teachers and students.
Abstract: Learning outcomes are broad statements of what is achieved and assessed at the end of a course of study. The concept of learning outcomes and outcome-based education is high on today's education agenda. The idea has features in common with the move to instructional objectives which became fashionable in the 1960s, but which never had the impact on education practice that it merited. Five important differences between learning outcomes and instructional objectives can be recognized: (1) Learning outcomes, if set out appropriately, are intuitive and user friendly. They can be used easily in curriculum planning, in teaching and learning and in assessment. (2) Learning outcomes are broad statements and are usually designed round a framework of 8-12 higher order outcomes. (3) The outcomes recognize the authentic interaction and integration in clinical practice of knowledge, skills and attitudes and the artificiality of separating these. (4) Learning outcomes represent what is achieved and assessed at the end of a course of study and not only the aspirations or what is intended to be achieved. (5) A design-down approach encourages ownership of the outcomes by teachers and students.