Basic Principles of Curriculum and Instruction
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Description: In 1949, a small book had a big impact on education. In just over one hundred pages, Ralph W. Tyler presented the concept that curriculum should be dynamic, a program under constant evaluation and revision. Curriculum had always been thought of as a static, set program, and in an era preoccupied with student testing, he offered the innovative idea that teachers and administrators should spend as much time evaluating their plans as they do assessing their students.Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.This emphasis on thoughtful evaluation has kept Basic Principles of Curriculum and Instruction a relevant, trusted companion for over sixty years. And with school districts across the nation working feverishly to align their curriculum with Common Core standards, Tyler's straightforward recommendations are sound and effective tools for educators working to create a curriculum that integrates national objectives with their students' needs.
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All the information you need in one place! Each Study Brief is a summary of one specific subject; facts, figures, and explanations to help you learn faster.
Copyright year: 2013
Publisher: University of Chicago Press
Publication date: 8/9/2013
Size: 5.50" wide x 8.25" long x 0.50" tall
Ralph W. Tyler (1902-94) was an American educator who worked in the field of assessment and evaluation. He served on or advised a number of bodies that set guidelines for the expenditure of federal funds and influenced the underlying policy of the Elementary and Secondary Education Act of 1965. Tyler chaired the committee that eventually developed the National Assessment of Educational Progress (NAEP). He was professor of education and dean of the Division of Social Sciences at the University of Chicago.
|What Educational Purposes Should the School Seek to Attain?|
|Studies of the Learners Themselves as a Source of Educational Objectives|
|Studies of Contemporary Life Outside the School|
|Suggestions About Objectives from Subject Specialists|
|The Use of Philosophy in Selecting Objectives|
|The Use of a Psychology of Learning in Selecting Objectives|
|Stating Objectives in a Form to be Helpful in Selecting Learning Experiences and in Guiding Teaching|
|How Can Learning Experiences Be Selected Which Are Likely to Be Useful in Attaining These Objectives?|
|Meaning of the Term "Learning Experience"|
|General Principles in Selecting Learning Experiences|
|Illustrations of the Characteristics of Learning Experiences Useful in Attaining Various Types of Objectives|
|How Can Learning Experiences Be Organized for Effective Instruction?|
|What is Meant by "Organization"|
|Criteria for Effective Organization|
|Elements to be Organized|
|The Organizing Structure|
|The Process of Planning a Unit of Organization|
|How Can the Effectiveness of Learning Experiences Be Evaluated?|
|The Need for Evaluation|
|Basic Notions Regarding Evaluation|
|Using the Results of Evaluation|
|Other Values and Uses of Evaluation Procedures|
|How a School or College Staff May Work on Curriculum Building|