{"title":"AERA Division B Newsletter","authors":"Wayne L. Herman, Harriet Talmage","doi":"10.1080/00784931.1974.11075762","DOIUrl":"https://doi.org/10.1080/00784931.1974.11075762","url":null,"abstract":"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2014-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127677209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Components and Constraints of Curriculum Research","authors":"H. Broudy","doi":"10.2307/1179316","DOIUrl":"https://doi.org/10.2307/1179316","url":null,"abstract":"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"524 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1970-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132897039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Background Information to the Markushevich Article","authors":"Detlef Glowka","doi":"10.2307/1179287","DOIUrl":"https://doi.org/10.2307/1179287","url":null,"abstract":"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116679287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"An Instructional Evaluation Monitoring System","authors":"Peter W. Airasian, G. Madaus, E. Rakow","doi":"10.2307/1179194","DOIUrl":"https://doi.org/10.2307/1179194","url":null,"abstract":"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115098080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"What Curriculum for Graduate Instruction in Curriculum? Part 1: Problem and Methodology.","authors":"F. Connelly, D. A. Roberts","doi":"10.2307/1179255","DOIUrl":"https://doi.org/10.2307/1179255","url":null,"abstract":"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122061054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Motivation: A Neglected Component in Models for Curriculum Improvement","authors":"J. Haysom, C. Sutton","doi":"10.2307/1179125","DOIUrl":"https://doi.org/10.2307/1179125","url":null,"abstract":"The last ten years of curriculum reform have been dominated by discussion of educational objectives. Curriculum workers know well how to express the purposes of a course, but less well how to describe a learning atmosphere in which these purposes may be pursued. In the individual classroom a teacher might have very clear objectives, yet-fail to achieve anything because he is unable to create a productive learning atmosphere. Conversely, of course, a good atmosphere may be inadequately exploited if the teacher lacks clear objectives. Students' motivation is of crucial importance and yet present curriculum models devote much more attention to objectives than to how to engage students' interest and effort. Our contention is that this is because we lack an adequate way of discussing how children can be motivated. In the first part of this paper we propose a method of clarifying such discussions so as to make explicit the consequences for curriculum design, and in the second part we describe its use in the current work of the Science Teacher Education Project.","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128349848","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Remedial Curricula -- A Critique.","authors":"M. Apple","doi":"10.2307/1179219","DOIUrl":"https://doi.org/10.2307/1179219","url":null,"abstract":"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130313866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Evaluation: Noble Profession and Pedestrian Practice","authors":"M. Scriven","doi":"10.2307/1179197","DOIUrl":"https://doi.org/10.2307/1179197","url":null,"abstract":"Its basic conception excludes crucial paradigms of evaluation: for example, the evaluation by historians of Napoleon's tactics at Waterloo. I take a noneducational case, for interest, but there can of course be educational ones too; suppose you are evaluating the school system in Athens. It seems clear that this is logically the same kind of enterprise as evaluating the tactics of a field general or contemporary educational activities. But the latter can easily and the former cannot usually be subsumed under the PDK (ex-CIPP) definition, which requires that evaluation be \"data gathering for future decision making.\"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129078811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Freedom and Authority in Modern Educational Theory","authors":"P. Miller","doi":"10.2307/1179147","DOIUrl":"https://doi.org/10.2307/1179147","url":null,"abstract":"The purpose of this paper is to illuminate the question of freedom and authority as it relates to the formal education of children in schools. My focus will be narrow, largely ignoring many of the important conceptualanalytic problems inherent in the use of the two terms. Instead, I will concentrate on issues suggested by the preference of professional educators for educational theories which appear to support granting more or less freedom for the child, or authority for the teacher. I will argue that the preference among educators for either freedom or authority is one of a cluster of logically related preferences which are essentially methodological or procedural in nature, and that such a set of preferences is relatively superficial, unstable, and, in fact, unimportant in comparison with other relevant aspects of a personal belief system. To elucidate and support this argument, I refer to a conceptual-analytic model of modern educational theories (that is, theories of the nineteenth and twentieth centuries), and to the results of a recent University of Alberta study of student and teacher attitudes toward education. In conclusion, I suggest that if the issue of freedom and authority is to acquire genuine theoretical significance, it must be viewed not merely in a procedural and pedagogical context, but rather in relation to the content of education, and to the ultimate metaphysical, epistemological, perhaps even theological beliefs and commitments which that content implies.","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131220164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
