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| Autor/in | Stull, William J. |
|---|---|
| Institution | Mid-Atlantic Lab. for Student Success, Philadelphia, PA. |
| Titel | A Game-Theoretic Model of Curriculum Integration and School Leadership. Publication Series No. 4 |
| Quelle | (2004), (30 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Instructional Leadership; Educational Change; Curriculum Development; Program Implementation; Integrated Curriculum; Academic Education; Vocational Education; Secondary Education |
| Abstract | Curriculum integration (CI) is an educational strategy aimed primarily at students who take significant numbers of both academic and vocational courses either as part of a formal program or on their own. Its goal is to enhance the learning of these students by breaking down the traditional barrier that exists in most schools between the two curricula. Most published research on CI can be classified into one of three groups. What is missing in the literature--and what this paper attempts to provide--is a formal model of CI implementation as it takes place in a school. Existing conceptual and qualitative analyses of CI reform efforts are full of important details about the programmatic characteristics and implementation experiences of various CI alternatives. They are typically less specific about their underlying assumptions concerning agent motivation, school decision-making processes, CI implementation costs, and student learning. This picture of the CI implementation process, while probably accurate to some degree, oversimplifies a complex decision-making situation. What CI options are chosen by schools and whether those choices are good or bad depend crucially on a more sophisticated conception of how CI affects student learning. This paper represents a preliminary effort to address the above concerns by using game theory to model the CI implementation process. Its primary goals are to deepen thinking about CI as an educational reform strategy and to provide an intellectual foundation for future empirical work. Special attention is paid to those results that run counter to the conventional wisdom in the CI area. (ERIC). |
| Anmerkungen | Mid Atlantic Lab for Student Success |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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