Infuences on Curriculum Development in the Public Schools of Washington, D.C., 1804-1982. Studies in D.C. History and Public Policy Paper No. 4.

Autor/in	Racine, Marie M.B.
Institution	District of Columbia Univ., Washington, DC. Dept. of Urban Studies.; District of Columbia Univ., Washington, DC. Inst. for District Affairs.
Titel	Infuences on Curriculum Development in the Public Schools of Washington, D.C., 1804-1982. Studies in D.C. History and Public Policy Paper No. 4.
Quelle	(1982), (96 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability Grouping; Academic Achievement; Administrator Role; Curriculum; Curriculum Development; Disadvantaged Youth; Economic Factors; Educational Improvement; Educational Objectives; Elementary Secondary Education; Political Influences; School Organization; Social Influences; Special Education; Track System (Education); Vocational Education + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Schulleistung; Curricula; Lehrplan; Rahmenplan; Curriculum; Development; Curriculumentwicklung; Entwicklung; Benachteiligter Jugendlicher; Ökonomischer Faktor; Teaching improvement; Unterrichtsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Political influence; Politischer Einfluss; School organisation; Schulorganisation; Sozialer Einfluss; Special needs education; Sonderpädagogik; Sonderschulwesen; Leistungsgruppe; Leistungsdifferenzierung; Ausbildung; Berufsbildung
Abstract	This report provides a historical overview of curriculum development in the public schools of Washington, D.C. Investigation of the pre-emancipation period (1804-1864) shows that curriculum focused on the development of basic skills, moral values, and employment skills. During the period of the dual school system (1864-1954), when public education was provided separately for blacks and whites, developments in curriculum included an increase in the number and variety of subjects and courses at elementary and secondary levels; the rise of junior high schools, vocational education, and special education; and shifts in responsibility for curriculum development from the Board of Education to teachers and administrators. In the post-desegregation period (1954-1982), racial integration and the increase in the number of black students led to the development of the track system and a curriculum for a predominantly urban and black student body. After 1954, curriculum aimed primarily to educate students of low socioeconomic backgrounds and several curriculum plans to improve academic achievement were implemented. The report identifies historical, sociopolitical, educational, and other factors to explain curriculum changes at given periods, suggests that employment has been the fundamental purpose of the school system over the years, and discusses elements that should be considered in proposing curriculum reforms. (Author/MJL)
Anmerkungen	University of the District of Columbia, Department of Urban Studies, 4200 Connecticut Avenue, N.W., Washington, DC 20008 ($1.00; make checks payable to UDC Fund/History-Policy Project).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC