Curriculum Theory Network最新文献

{"title":"Educational Evaluation and Research: Similarities and Differences","authors":"G. Glass, B. Worthen","doi":"10.1080/00784931.1972.11075713","DOIUrl":"https://doi.org/10.1080/00784931.1972.11075713","url":null,"abstract":"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"130 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":"116263638","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 the Selection of Goals: A Note on Grotelueschen and Gooler","authors":"Donald F. Burrill","doi":"10.2307/1179348","DOIUrl":"https://doi.org/10.2307/1179348","url":null,"abstract":"In a recent issue of CTN, Grotelueschen and Gooler (1971/72; hereinafter referred to as G & G) propose an approach to the selection and definition of intended outcomes (i.e., goals) of instruction, as a necessary preliminary to curriculum evaluation. Their approach is similar to one hinted at by Popham (1971/72) in the same issue. Both approaches seem to contain hidden assumptions about the nature of goals 4s things among which persons may reasonably choose, or about the behavior of personal preferences, or both. It is the purpose of this note to make some of those assumptions explicit, to inquire whether they are compatible with human behavior patterns, and to suggest the beginnings of a method of examining whether human behavior does conform to them. Necessarily, more questions will be raised than answered: the purpose of this note is not to attempt a definitive solution, but to sharpen the reader's awareness that difficulties may arise from the hidden assumptions underlying the procedures proposed for dealing with certain problems.","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"34 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":"125156038","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":"Early Childhood Education: Some Issues and the Implications for Decision Makers.","authors":"E. Regan","doi":"10.2307/1179259","DOIUrl":"https://doi.org/10.2307/1179259","url":null,"abstract":"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"7 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":"121897086","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":"Is \"What Ought to Be Taught in Schools?\" the Primary Curriculum Question?","authors":"Jane Martin","doi":"10.2307/1179130","DOIUrl":"https://doi.org/10.2307/1179130","url":null,"abstract":"George Beauchamp in his article, \"Basic Components of a Curriculum Theory\" made a number of interesting points. I would like to comment briefly on just one of them here. According to Beauchamp \"What ought to be taught in schools?\" is the primary curriculum question (p. o20). I will argue, first, that if there is one curriculum question that is primary, it is not this one; and second, that the search for the curriculum question or the primary curriculum question may itself be misguided.","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"32 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":"121559958","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 Critique of D. Pratt: \"The Placing of Affective Objectives in Social Studies\"","authors":"L. Cantor","doi":"10.2307/1179309","DOIUrl":"https://doi.org/10.2307/1179309","url":null,"abstract":"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"37 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":"134417388","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":"Liberal Education and the Erosion of Collegiate Structure","authors":"J. M. Blum","doi":"10.2307/1179141","DOIUrl":"https://doi.org/10.2307/1179141","url":null,"abstract":"Increasing pessimism about the state of liberal education has characterized the history of American higher education in the twentieth century. The multiplicity of complaints can be boiled down to two specific indictments. First, liberal education is insubstantial. It bears little relation to a cultural life beyond the campus. Students have small use for and derive little benefit from the knowledge they acquire in undergraduate courses, except insofar as it happens to prepare them for some vocation; otherwise college education tends to be irrelevant. Second, college education is incoherent. Prevailing beliefs about the character of worthwhile learning bear little resemblance to the daily activities of undergraduates. Most faculty members would like to see undergraduates trained in the habits of scholarly inquiry.' But most of the training undergraduates actually receive is in activities popularly called bullshitting and regurgitation. Consequently it is widely felt that students are not really being educated. Unsatisfactory relations between undergraduates and their teachers are often cited as the root of the problem. There is a great gulf between college students and their research-oriented professors. Even relations between undergraduates and the instructors and teaching assistants who directly supervise their work are transitory, perfunctory, and impersonal. Impersonality, worst in the large state universities, plagues every institution to some degree. These conditions are usually ascribed to the invasion of the masses into colleges and universities. There is a myth that in the nineteenth century when college students were a small elite liberal learning flourished, but that now democracy has triumphed over excellence.2 Though there is a grain of truth in this, it is only a small part of the story. Actually, though enrollments have grown enormously, faculty growth has kept pace. The current student-faculty ratio is not appreciably different from the ratio of a century ago-about nine to one.3 The real cause of today's impersonal relations and the disintegration of liberal education lies in the uneven historical development of the roles of student and teacher. To grasp the meaning of this, one","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"7 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":"132056146","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":"Remembering Boyd Bode","authors":"R. W. Tyler","doi":"10.2307/1179329","DOIUrl":"https://doi.org/10.2307/1179329","url":null,"abstract":"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"64 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":"134623901","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":"Affective and Cognitive Problems in Designing Behavioral Objectives.","authors":"J. McLure","doi":"10.2307/1179350","DOIUrl":"https://doi.org/10.2307/1179350","url":null,"abstract":"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"264 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":"133767450","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 Model for Pre-Implementation Study of Curriculum Programs","authors":"Thomas W. Whiteley","doi":"10.2307/1179160","DOIUrl":"https://doi.org/10.2307/1179160","url":null,"abstract":"","PeriodicalId":273582,"journal":{"name":"Curriculum Theory Network","volume":"9 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":"130532925","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 Is the Language of the Practical","authors":"L. Daniels","doi":"10.1080/00784931.1975.11075780","DOIUrl":"https://doi.org/10.1080/00784931.1975.11075780","url":null,"abstract":"The idols and false notions which are now in possession of the human understanding, and have taken deep root therein, not only so beset men's minds that truth can hardly find entrance, but even after entrance is obtained, they will again in the very instauration of the sciences meet and trouble us, unless men being forewarned of the danger fortify themselves as far as may be against their assaults.—SIR FRANCIS BACON: NEW ORGANON","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":"116530076","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}