The Social Science Curriculum in the Community and Junior College.

Autor/in	Friedlander, Jack
Titel	The Social Science Curriculum in the Community and Junior College.
Quelle	(1979), (18 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Adult Programs; College Curriculum; Community Colleges; Courses; Curriculum Evaluation; Curriculum Problems; Curriculum Research; Developmental Programs; Introductory Courses; National Surveys; Relevance (Education); Social Sciences; Student Needs; Transfer Programs; Two Year College Students; Two Year Colleges; Vocational Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Community college; Community College; Kursangebot; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Research; Curriculumreform; Forschung; Entwicklungsplan; Einführungskurs; Relevance; Relevanz; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Ausbildung; Berufsbildung
Abstract	A primary objective of this study was to identify the extent to which different areas within the social sciences (i.e., anthropology, economics, history, interdisciplinary social sciences, political science, psychology, social/ethnic studies, and sociology) are presented in the two-year college curriculum. Information on course offerings in each of these social science areas were obtained from two nationwide studies of approximately 175 two-year colleges each conducted by the Center for the Study of Community Colleges during 1977 and 1978. Results show that over 90% of the colleges offered at least one course in each of the following five areas: sociology (100%), economics (99%), psychology (99%), political science (93.8%), and history (92.1%). Percentages in other areas were 54% in anthropology, 40% in interdisciplinary social sciences, and 20% in social/ethnic studies. In terms of course availability to different student populations, the study revealed that: (1) other than the general introductory survey courses, the range of transfer-oriented courses was very limited; (2) with very few exceptions, social science courses designed especially for occupational students were not available; (3) a low percentage of colleges offered a general introductory social science course for continuing education students; and (4) still fewer social science courses were designed for developmental education students. (MB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC