Curriculum Styles and Strategies. A Review of Styles and Strategies of Curriculum Innovation in Secondary (and Higher) Education and Their Relevance and Applicability to Further Education. A Project Report.

Autor/inn/en	Heathcote, Gay; und weitere
Institution	Keele Univ. (England). Inst. of Education.
Titel	Curriculum Styles and Strategies. A Review of Styles and Strategies of Curriculum Innovation in Secondary (and Higher) Education and Their Relevance and Applicability to Further Education. A Project Report.
Quelle	(1982), (154 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-85522-116-X
Schlagwörter	Curriculum; Curriculum Design; Curriculum Development; Educational Objectives; Evaluation Methods; Foreign Countries; Higher Education; Models; Postsecondary Education; Student Evaluation; Teaching Methods; Vocational Education; United Kingdom (Great Britain) + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Post-secondary education; Tertiäre Bildung; Schulnote; Studentische Bewertung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Berufsbildung
Abstract	Curriculum development at the secondary and higher education levels was examined to identify issues and features of interest to curriculum workers within the further education sector. The main study of the curriculum projects was concentrated on an indepth analysis of four key variables: (1) aims, goals, objectives, and associated curriculum models; (2) the organization of curriculum content; (3) instructional procedures; and (4) evaluation and assessment. Advantages and disadvantages were considered for two models of curriculum development based respectively on objectives and procedures. Two basic processes of organizing curricular content were defined and illustrated--integration and coordination. Instructional procedures were appraised in terms of four dimensions about which a curriculum planner must make decisions when determining instructional procedures: discovery, experience, control, and autonomy of learning. Development of evaluation methods for cognitive abilities, psychomotor skills, and affective characteristics was also studied. The analysis was related to curriculum development in further education, and it was concluded that many curricular issues in further education are similar to those in secondary and higher education. Criticism was made of the emphasis on the objectives model and inconsistent terminology in further education. (An overview of selected projects is appended.) (YLB)
Anmerkungen	Publications Despatch Centre, Department of Education and Science, Honeypot Lane, Canons Park, Stanmore, Middlesex, HA71AZ.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC