Practical Approaches to Curriculum Development. A Management Handbook. Project HIRE: A Curriculum Management System for Instructing the Handicapped. Final Report, Volume 2.

Autor/inn/en	Gardner, David C.; Beatty, Grace Joely
Institution	Boston Univ., MA. School of Education.
Titel	Practical Approaches to Curriculum Development. A Management Handbook. Project HIRE: A Curriculum Management System for Instructing the Handicapped. Final Report, Volume 2.
Quelle	(1979), (70 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Administrator Role; Cooperative Programs; Coordination; Course Content; Curriculum Design; Curriculum Development; Curriculum Evaluation; Educational Innovation; Employer Attitudes; Learning Disabilities; Management Systems; Material Development; Models; Program Administration; Secondary Education; Standards; Surveys; Teacher Attitudes; Teacher Motivation; Teacher Participation; Validity; Vocabulary Development; Vocational Education + Suchen Sie Ihr Suchwort? Koordination; Kursprogramm; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Instructional innovation; Bildungsinnovation; Arbeitgeberinteresse; Learning handicap; Lernbehinderung; Lehrmaterialentwicklung; Analogiemodell; Sekundarbereich; Standard; Survey; Umfrage; Befragung; Lehrerverhalten; Gültigkeit; Wortschatzarbeit; Ausbildung; Berufsbildung
Abstract	Within the context of the major objectives of developing, field testing, and refining the curriculum materials described in volume 1 of this final report (CE 024 117), Volume 2 describes and critiques the management system used by Project HIRE in that development process. (See Note for availability of curriculum materials.) Chapter 1 introduces the standards/strategies paradigm (management model), based on a product development orientation philosophy. Figures outline the nine standards and strategies leading to the development of a product, service, or other outcome. Each of the other four chapters is concerned with one or more of these standards/strategies. The general format for each chapter is (1) introduction, and background, (2) procedures, (3) research methods (if appropriate), and (4) evaluation and discussion. Chapter 2 is concerned with teacher motivation and administrator involvement. Emphasis is on the conducting and results of a pilot study to determine the relationship between incentives and teacher participation and change orientation. The teacher opinion survey and change orientation scale are provided. Chapter 3 discusses material design based on learning theory and research findings. The two standards/strategies considered in chapter 4 are content selection and validation. Survey instruments to determine terminology usage and employer perception of job-entry relatedness are given. Chapter 5 focuses on an interdisciplinary curriculum development approach and university management and coordination. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC