THE DEVELOPMENT OF A CONCEPTUAL SYSTEM FOR DEALING WITH PROBLEMS OF CURRICULUM AND INSTRUCTION.

Autor/in	GOODLAD, JOHN I.
Institution	California Univ., Los Angeles.
Titel	THE DEVELOPMENT OF A CONCEPTUAL SYSTEM FOR DEALING WITH PROBLEMS OF CURRICULUM AND INSTRUCTION.
Quelle	(1966), (76 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Concept Formation; Curriculum Development; Curriculum Research; Educational Needs; Educational Objectives; Instructional Design; Learning Experience; Systems Concepts; Values; California; California (Los Angeles); Illinois; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Research; Curriculumreform; Forschung; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Lesson concept; Lessonplan; Unterrichtsentwurf; Lernerfahrung; Wertbegriff; Kalifornien
Abstract	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC