CURRICULUM PRINCIPLES FOR PROSPECTIVE TEACHERS.

Autor/inn/en	BAKER, EVA L.; POPHAM, W. JAMES
Titel	CURRICULUM PRINCIPLES FOR PROSPECTIVE TEACHERS.
Quelle	(1965), (1 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Classification; Cognitive Processes; Curriculum Development; Educational Objectives; Psychomotor Skills; Secondary Education; Teacher Education + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Cognitive process; Kognitiver Prozess; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Psychomotorische Aktivität; Sekundarbereich; Lehrerausbildung; Lehrerbildung
Abstract	TO TEST THE EFFECTIVENESS OF TWO APPROACHES TO TEACHING PROSPECTIVE TEACHERS HOW TO SELECT APPROPRIATE INSTRUCTIONAL OBJECTIVES, 127 SECONDARY EDUCATION STUDENTS WERE PLACED IN TWO SAMPLE GROUPS AND TAUGHT DIFFERENT CURRICULUM PRINCIPLES. GROUP I WAS TAUGHT THE FIVE POINT RATIONALE DEVELOPED BY TYLER WHILE GROUP II USED THE BLOOM CLASSIFICATION OF OBJECTIVES. THE CRITERION MEASURE WAS AN ESSAY TEST INVOLVING THE NUMBER OF EDUCATIONAL OBJECTIVES WHICH COULD BE STATED AND THE JUSTIFICATION FOR EACH. IT WAS PREDICTED THAT (1) GROUP I WOULD HAVE FEWER TOTAL OBJECTIVES AND USE THE TYLER RATIONALE IN DEFENDING THEM, WHILE (2) GROUP II WOULD HAVE A GREATER PROPORTION OF HIGHER COGNITIVE LEVEL OBJECTIVES ALONG WITH (3) MORE NON-COGNITIVE (AFFECTIVE AND PSYCHOMOTOR) OBJECTIVES THAN GROUP I. NO DIFFERENCES WERE EXPECTED IN THE PROPORTION OF BEHAVIORAL TO NON-BEHAVIORAL OBJECTIVES OF THE GROUPS. GROUP I DID USE TYLER'S RATIONALE SIGNIFICANTLY MORE OFTEN. THERE WAS (1) NO SIGNIFICANT DIFFERENCE IN THE PROPORTION OF OBJECTIVES CLASSIFIED ACCORDING TO THE LEVELS OF THE COGNITIVE TAXONOMY, (2) NO SIGNIFICANT DIFFERENCE WITH RESPECT TO THE PROPORTION OF OBJECTIVES IN THE 3 DOMAINS, AND (3) NO SIGNIFICANT DIFFERENCE IN THE PROPORTION OF BEHAVIORAL VS. NON-BEHAVIORAL OBJECTIVES STATED. IT WAS CONCLUDED THAT CLASSROOM EXPOSURE TO CURRICULUM PRINCIPLES CAN AFFECT TEACHERS' SELECTION OF EDUCATIONAL OBJECTIVES. DOCUMENT APPEARED IN TEACHER EDUCATION QUARTERLY, SPRING 1965. (AF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC