Model Building for Undergraduate Colleges: A Theoretical Framework for Studying and Reforming the Curricular-Instructional Subsystem in American Colleges. Final Report.

Autor/in	Axelrod, Joseph
Institution	California Univ., Berkeley. Center for Research and Development in Higher Education.
Titel	Model Building for Undergraduate Colleges: A Theoretical Framework for Studying and Reforming the Curricular-Instructional Subsystem in American Colleges. Final Report.
Quelle	(1969), (321 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Activism; Curriculum Design; Curriculum Development; Curriculum Research; Experimental Programs; Faculty; Grades (Scholastic); Higher Education; Innovation; Learning Processes; Models; Teaching + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research; Curriculumreform; Forschung; Erprobungsprogramm; Academic Staff; Lehrkörper; Notenspiegel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning process; Lernprozess; Analogiemodell; Unterricht
Abstract	In this report of a project on curriculum planning, a new language is developed for analyzing and describing "the curricular-instructional subsystem." Some of the data come from the author's experiences in planning and directing the Experimental Freshman-Year Program (EFP) at San Francisco State College, but most were collected at the Berkeley Center for Research and Development in Higher Education. Chapter 1 contains an extended explanation of the study's subtitle and analyzes the supersystems to which the curricular-instructional subsystem belongs. Surveying the decade 1958-68, Chapter 2 analyzes the major grounds of dissatisfaction with and describes the major trends in attempts to reform the curricular-instructional pattern. Chapter 3 describes 6 basic elements of the curricular-instructional subsystem and explores some basic relationships among them. Chapters 4 and 5 analyze 2 pivotal elements: the grading system and faculty-student interaction in the classroom. Chapter 6 summarizes the method and the findings. There are 4 appendices: 2 interviews with faculty members, a transcript of a class session (with commentary), 4 innovative curriculum models, a description of the EFT, and an analysis of the word "model." (Author/JS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC