A Study of Types of Goal Statements and Their Uses in a Curriculum Development Project.

Autor/in	Walker, Decker F.
Titel	A Study of Types of Goal Statements and Their Uses in a Curriculum Development Project.
Quelle	(1969), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Curriculum Development; Curriculum Research; Educational Objectives; Projects + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research; Curriculumreform; Forschung; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Five published articles by Elliot Eisner, director of a curriculum development project in the visual arts for elementary school pupils, were examined to determine the comparable applicability of expressed educational objectives. Ninety-nine goal statements were differentiated into five categories: (1) AIMS describe a desired final state or process; (2) EXPLANATIONS specify a relation that the author believes exists between phenomena of importance in curriculum; (3) CONCEPTIONS reveal the curriculum planner's central conceptions and their relations with one another and with the phenomena; (4) EXEMPLARY PRODUCTS describe activities or materials which serve as models of successful curriculum development; and (5) PROCEDURES describe actions to be performed whenever certain standard situations arise. A staff survey indicated that for a new project member AIMS are not significantly more useful than other types of goal statements, positive statements are more useful than negative statements, and concrete statements are perceived to be more useful than abstract statements. (JK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01