An Uncritical Review of "The Curriculum Literature," 1955-1970.

Autor/in	Lavisky, Saul
Institution	Human Resources Research Organization, Alexandria, VA.
Titel	An Uncritical Review of "The Curriculum Literature," 1955-1970.
Quelle	(1973), (121 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Bibliografie; Annotated Bibliographies; Curriculum Design; Curriculum Development; Curriculum Evaluation; Curriculum Research; Decision Making; Educational History; Educational Objectives; Educational Practices; Elementary Secondary Education; Higher Education; Progressive Education; State of the Art Reviews; United States History + Suchen Sie Ihr Suchwort? Bibliography; Bibliographies; Bibliografie; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Research; Curriculumreform; Forschung; Decision-making; Entscheidungsfindung; History of education; Bildungsgeschichte; Educational objective; Bildungsziel; Erziehungsziel; Bildungspraxis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Reformpädagogik; Progressive Erziehung; Entwicklungsstand
Abstract	A review and bibliography of the history of curriculum development in the United States is presented. The document is comprised of two parts. Part I traces the history of curriculum thought and practice up to 1955. Periods covered include: Herbartianism (1895-1905), which represented the first major formulation of curriculum methodology based on the theories of Johann F. Herbart; Progressive Education (1905-1915), based on the principles of John Dewey; The Efficiency Movement (1915-1925) which marked the scientific approach to curriculum decision making; Social Reconstructionism (1925-1935), which marked an expansion of the definition of curriculum to include all school directed activities; Curriculum as Pupil Experiences (1935-1945); and the Post-War Era (1945-1955) characterized by new courses of study and renewed emphasis on subjects of mathematics and science. References to classic works on curriculum for each period are included. Part II contains a partially annotated bibliography which lists over 700 books, reports, and exemplary journal articles published between 1955 and 1971. The bibliography contains two sections, one devoted to books and major reports, the second to periodical literature. Each section is comprised of three subsections: general, curriculum development, and curriculum evaluation. Entries are listed alphabetically by author within each subsection. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC