{"title":"Alternatives in Teacher Education","authors":"M. Clements","doi":"10.1080/00784931.1975.11075804","DOIUrl":"https://doi.org/10.1080/00784931.1975.11075804","url":null,"abstract":"The search for new and better approaches to teacher education, as a remedy to educational problems in all major cities and elsewhere, has been a futile enterprise. What might improve teacher education? The answer is complicated and deserves explanation. Would improved teacher education help resolve our educational difficulties? If it would not-as one could argue strongly-how should we view the challenge of education today? Our professional experience and understanding suggests a variety of recommendations for improving teacher education. Perhaps we should develop a more scientific approach to teacher training. Possibly, on the other hand, we should be more concerned with affective aspects of the teaching situation. Should we develop more flexible and adaptable programs in order to accommodate the diversity of student interests, motivations, and abilities? Or should we focus on the distinctive culture and lifestyle of blacks, Puerto Ricans, Chicanos, and other oppressed people? Should we offer more intensive field experiences, avoiding empty theory? Other suggestions could be made, but these illustrate opinions that are commonly expressed. Let us consider these opinions and learn what we can about the improvement of education.","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":"132702639","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":"On Analyzing Curricula","authors":"M. Klein, L. Tyler","doi":"10.2307/1179336","DOIUrl":"https://doi.org/10.2307/1179336","url":null,"abstract":"Two articles appeared in the first issue of Curriculum Network Theory (Summer, 1968) which were the products of a similar professional concern. The concern was to formulate a plan by which curricula and/or instructional materials could be examined. Stevens and Morrissett reported a system for analyzing social science curriculal and Tyler and Klein reported a set of recommendations by which curricula and/or instructional materials could be evaluated. Although each article was generated by similar motives, the end products were quite dissimilar. The editor of the Curriculum Theory Network asked the authors of the two articles to respond to the other's product. Our reply is not a detailed analysis and evaluation of the system developed by Stevens and Morrissett. This paper attempts to put these two articles and a third one with a similar concern into a general perspective to which each of the three publications seems to make a particular contribution.","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"57 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":"114731209","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 Politics of Curriculum Evaluation Research","authors":"M. Eash","doi":"10.2307/1179192","DOIUrl":"https://doi.org/10.2307/1179192","url":null,"abstract":"It is widely acknowledged by those with a sense of history that the pursuit of knowledge has political consequences. That this historical truism has intruded into the world of the curriculum researcher may indicate a coming of age of a long-neglected and little-valued field of knowledge. Current indicators of the political consequences of the findings of the curriculum evaluator are clearly evident in both the demand for evaluation research and the attendant storm of controversy that frequently follows public disclosure of the findings. It is not uncommon that the evaluation researcher's findings are seized upon as the lever for forcing change in policy, program, and personnel, and thus are a source of discomfort as well as joy to a number of individuals with interests in dissimilar courses of action.","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":"124744203","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":"Critique of “Curriculum Theory and the Context of Curriculum”","authors":"D. Walker","doi":"10.2307/1179295","DOIUrl":"https://doi.org/10.2307/1179295","url":null,"abstract":"George Willis has given us a complex paper that deals with a number of deep, persistent issues in curriculum theory. Actually, it can be viewed as two papers making the same point in different ways: curriculum theorists need to attend to a wider variety of meanings in the phenomena they theorize about. In the first part of his paper Willis criticizes the mainstream of modern American curriculum theorists for failing \"to come to grips with the underlying problem of how to conceptualize and deal with experience.\" In brief critical synopses of Tyler's Basic Principles of Curriculum and Instruction, Taba's Curriculum Development: Theory and Practice, and McNeil's recent chapter \"Forces Influencing Curriculum\" in the Review of Educational Research, he charges each of these authors with a one-sided attention to overt activities at the expense of inward experiences.","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"39 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":"123357081","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 of Instructional Outcomes: Extensions to Meet Current Needs","authors":"J. Finn","doi":"10.2307/1179195","DOIUrl":"https://doi.org/10.2307/1179195","url":null,"abstract":"About forty years ago, Ralph Tyler formulated a systematic methodology for evaluating the outcomes of instruction. To date, Tyler's evaluation model has remained a predominant influence upon evaluation theory, surviving both a variety of interpretations for actual classroom practice and attacks upon its adequacy. The reasons for its survival are perhaps obvious but nevertheless important. For one, the model includes the more common evaluation practices actually employed by teachers in the classroom setting. These practices may be termed measurement rather than evaluation, as they frequently focus upon the assignment of grades or scores to pupils. They involve the construction and administration of unit or semester tests, and the assigning of course grades based upon the test results. For another, the Tyler model encompasses a number of practices that educators would like to apply, but that they usually do not have time for. These include the evaluation of the change that has taken place during a course rather than simply of the final status of the students. Diagnostic evaluation data obtained during a course that point to specific weaknesses in individual learning, or to weaknesses in instruction in particular areas, are rarely used fully. The data are often not employed for subsequent modification of the course methods and objectives to compensate for weaknesses--that is, for \"formative\" evaluation.","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"44 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":"126554894","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 Case Curriculum: A Case for Discussion.","authors":"Bárbara Z. Presseisen","doi":"10.2307/1179220","DOIUrl":"https://doi.org/10.2307/1179220","url":null,"abstract":"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"83 2 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":"121212713","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":"Guilford's Structure of Intellect Model: Its Relevance for the Teacher Preparation Curriculum","authors":"R. Edwards","doi":"10.2307/1179339","DOIUrl":"https://doi.org/10.2307/1179339","url":null,"abstract":"Guilford's work is an example of a model developed in a related field, which may be useful as a theoretical framework for the design and testing of curricula. Such a translation of a model from one discipline to another has certain dangers. To guard against an imprecise use of the terms, the author gives some of the background of theory from which their meaning springs. To avoid an assumption that the theory is static and final rather than changing and adaptable, the author gives some of the history of the changes through which the concepts have passed.Some portions of the original paper, particularly the explication of statistical techniques had to be omitted here. [Editor's note.]","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"19 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":"132937860","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":"Response to Martin and Posner","authors":"George A. Beauchamp","doi":"10.2307/1179132","DOIUrl":"https://doi.org/10.2307/1179132","url":null,"abstract":"I recall that my original purpose in preparing the article appearing in Curriculum Theory Network to was to stimulate discussion at a symposium at the Ontario Institute for Studies in Education at least two years ago. What I tried to do in the paper was to outline what I think to be the basic components of something we might call a curriculum theory. I am very glad that Posner and Martin took time to criticize certain dimensions of the paper because their comments will stimulate my thinking and cause me to be more careful of my phrasing in the future. Let me take the criticisms individually. I am unsympathetic to Martin's contention that a curriculum and a curriculum system would operate external to schools. Throughout most of the history of education during which the concept of curriculum has been productively used, curriculum has been associated with schools. It is true that the word curriculum is a very old word, but curriculum as a problem of professional education had its most serious origins in the last decade of the nineteenth century and developed mostly during the present century. Martin puts a great deal of emphasis upon the search for the question in curriculum. In my judgment, there is no search involved here. It is axiomatic to me that the question of what ought to be taught in the school must be answered. I would not argue very much whether taught or studied should be the verb in the question. The answer to the question is, however, essential. Presumably, out of teaching and studying learning will emerge. The goals and culture content selected for a curriculum are predictive of what may be learned, but ordinarily teaching will take place between the time of planning a curriculum and the time when pupils learn.","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"48 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":"134272663","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":"Problems in the Development of Instruments for Evaluating Curricula","authors":"B. Rosenshine","doi":"10.2307/1179204","DOIUrl":"https://doi.org/10.2307/1179204","url":null,"abstract":"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"185 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":"123734028","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":"Basic Components of a Curriculum Theory","authors":"George A. Beauchamp","doi":"10.2307/1179213","DOIUrl":"https://doi.org/10.2307/1179213","url":null,"abstract":"In this article, I present a point of view on the basic components of a curriculum theory. I have broken the discussion into three topics: (1) a brief statement of theory-building processes, (2) a discussion of sources of potential curriculum postures, and (3) a statement outlining my own curriculum theory position. My major purpose in writing this article is to help stimulate more dialogue on curriculum theory.","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"174 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":"122998488","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}
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