{"title":"Accountability in Curriculum Development","authors":"Dennis D. Gooler, Arden D. Grotelueschen","doi":"10.2307/1179158","DOIUrl":"https://doi.org/10.2307/1179158","url":null,"abstract":"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"687 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":"122978260","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":"Evaluating \"Curriculum\" and \"Instruction\"","authors":"Marvin C. Alkin","doi":"10.2307/1179129","DOIUrl":"https://doi.org/10.2307/1179129","url":null,"abstract":"A great number of potentially worthwhile evaluations are hampered because either the nature of what is being evaluated is not specified or the specification relies upon educational terms that are imprecise or ambiguous. The evaluation must specify whether it is an educational product, or teachers, or perhaps a program that is to be evaluated. If it is a program that is being evaluated, does the evaluation concern the program's goals, the program as described in the program plan, or the program as implemented? Such focal specification is necessary to the context and direction of the evaluation and must be expressed in unambiguous terms that do not permit multiple interpretations. Of necessity, an evaluation will use educational terms to establish focus.","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"87 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":"116159716","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":"The Concept of Curriculum Potential","authors":"M. Ben‐Peretz","doi":"10.1080/00784931.1975.11075803","DOIUrl":"https://doi.org/10.1080/00784931.1975.11075803","url":null,"abstract":"Though implementers and evaluators tend to view any curriculum as the embodiment of its developers' intentions, curriculum materials may be viewed as expressing more than the fixed intentions of their developers. Once materials have left the originators' hands they may be interpreted and used in many ways. Curriculum may be seen as the embodiment of a potential, independent of its developers' intentions, that can be discovered and revealed by careful analysis. In such a view different interpretations of curricula would be made available to teachers for implementation as well as to evaluators for the judging of programs. At present we are bound by the notion of intended learning outcomes (Johnson 1967), but a different notion of possible learning outcomes, as implied by the concept of curriculum potential, could be profitable in curriculum theory and practice. This paper explores the concept of curriculum potential.1 After examining some of the limitations inherent in viewing curricular implementation as the transmission of developers' intentions, the paper goes on to consider the relationship between developer intentions and curriculum evaluation. The second section describes and illustrates the notion of curriculum potential and argues for its usefulness as a construct in curriculum theory. Curriculum potential as a result of implementation is dealt with in the last section, where acknowledgment of \"curriculum potential\" is seen as an alternative approach to curriculum implementation and evaluation.","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"47 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":"115310045","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":"The School Environment as Learner Reality","authors":"J. B. Macdonald","doi":"10.2307/1179308","DOIUrl":"https://doi.org/10.2307/1179308","url":null,"abstract":"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"46 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":"126164930","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":"The Way it is in Curriculum Development, Part I: A Note on the Need for Curriculum Development Studies","authors":"Evelyn Moore","doi":"10.2307/1179154","DOIUrl":"https://doi.org/10.2307/1179154","url":null,"abstract":"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"79 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":"122040752","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":"The Use of Objectives in Curriculum Planning: A Critique of Planning by Objectives","authors":"R. Wise","doi":"10.1080/00784931.1976.11075814","DOIUrl":"https://doi.org/10.1080/00784931.1976.11075814","url":null,"abstract":"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"3 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":"114960996","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":"A Conception of Curriculum Evaluation Involving Teachers, Parents, and other Educational Decision-Makers","authors":"H. Merriman","doi":"10.2307/1179157","DOIUrl":"https://doi.org/10.2307/1179157","url":null,"abstract":"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"45 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":"127534102","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}