Septiyani Wafda 109014000077 VB
Book Response Form
Book title : Analyzing the
Curriculum
Author : George J.
Posner
Publisher : Mc Graw Hill
Date Published: 2004 Number
of pages: 294
Genre : Reference
CHAPTERS
Part I
Curriculum Documentation and
Origins
1. Concept of Curriculum and
Purposes of Curriculum Study
This chapter probably will discuss about the
benefits of curriculum study and how to recognize a curriculum. In this chapter
also we learn about what curriculum analysis is, why it is important to do, and
how to go about it.
2. Situating the Curriculum
This chapter told us about where does the
curriculum come from, who develops curricula, why do people develop curricula,
and how are curricula affected by social, political, economic, or cultural
situations. This chapter also helps us tell the story that provides the
background for understanding the curriculum documents.
3. Theoretical Perspective on
Curriculum
This chapter gives us information about the
most significant perspectives on curriculum development in the United States
and its proponents.
Part II
The Curriculum Proper
4. Curriculum Purpose and Content:
Basic Concepts
This chapter helps us to analyze a curriculum’s
aims, goals, objectives, and content, in order to help us how to make some syllabus.
5. Curriculum Purpose and Content:
Conflicting Perspectives
This chapter probably will tell us about how to
answer the question about common approaches to formulating the purpose and
content of curricula.
6. Curriculum Organization: Basic
Concepts
This chapter gives us further information about
the basic concepts of curriculum organization. This chapter also helps us to
answer some question that related to curriculum.
7. Curriculum Organization: Conflicting
Perspectives
This chapter probably tells us about some
approaches to organization. This chapter also helps us to evaluate different
approaches to curriculum organization.
Part III
The Curriculum in Use
8. Frame Factors: Basic concepts
This chapter seeks to identify the special
factors that developers of curricula working from each of the five perspectives
need to consider if their curricula are to be successfully implemented.
9. Curriculum Implementation:
Conflicting Perspectives
Maybe this chapter would help us how to prepare
us to serve on a committee. This chapter also probably will give us some
information about the approaches to curriculum implementation.
10. Curriculum Evaluation: Basic
Concept
I think this chapter would tell us about the
study of the evaluation on curriculum analysis. This chapter also tells us
about a few basic terms of curriculum.
11. Curriculum Evaluation:
Conflicting Perspectives
This chapter probably will tell us about the
method of curriculum evaluation. This chapter also gives some method in
evaluating the perspectives.
Part IV
Curriculum Critique
12. Reexamination and Critique
This chapter helps us to critique several
curriculum that we have learned from chapter one. This chapter also helps us to
choose the curriculum that suitable for the teachers in teaching in the
classroom.
CONTENT
Part I
Curriculum Documentation and
Origins
1.
Concept of Curriculum and Purposes of Curriculum Study (page 3)
1.1.
Curriculum study
1.2.
The meaning of “curriculum”
1.2.1.
The five concurrent curricula
1.3.
Curriculum framework
1.4.
Frameworks for curriculum analysis
1.5.
Why do a curriculum analysis?
1.6.
Overview of a curriculum analysis-the case of man: a course of study
1.6.1.
M:ACOS-A description
1.6.2.
Curriculum Analysis of M:ACOS
1.7.
How to choose a curriculum for analysis
2.
Situating the Curriculum (page 33)
2.1.
The cast of characters
2.2.
The story behind the curriculum: problem formulating
2.3.
The story behind the curriculum: planning foci
3.
Theoretical Perspective on Curriculum (page 43)
3.1.
Traditional
3.2.
Experiential
3.3.
Structure of the disciplines
3.4.
Behavioral
3.5.
Constructivist
Part II
The Curriculum Proper
4.
Curriculum Purpose and Content: Basic Concepts (page 69)
4.1.
Training and educational context for curriculum
4.2.
Aims, goals, and objectives
4.2.1.
Societal goal
4.2.2.
Administrative goal
4.2.3.
Educational aim
4.2.4.
Educational goal
4.2.5.
Learning objective
4.3.
Content
4.3.1.
Content: a behavioral psychological view
4.3.2.
Content: a pedagogical view
4.3.3.
Content: a multicultural view
4.3.4.
Standards
4.4.
Technology and content
4.5.
Five perspectives on purpose and content.
4.5.1.
Traditional
4.5.2.
Experiential
4.5.3.
Structure of the disciplines
4.5.4.
Behavioral
4.5.5.
Constructivist
5.
Curriculum Purpose and Content: Conflicting Perspectives (page 104)
5.1.
Focus: two approaches to purpose and content
5.2.
Behavioral
5.3.
Constructivist
5.4.
Limitations of the two perspectives
5.5.
Hegemonic function of objectives
6.
Curriculum Organization: Basic Concepts (page 127)
6.1.
Basic terms
6.1.1.
Curriculum organization
6.1.2.
Macro and micro levels of organization
6.1.3.
Vertical and horizontal dimensions
6.2.
Basic structures
6.2.1.
Content structures
6.2.2.
Media structures
6.3.
Typical macro-level curriculum organizations
6.4.
Organizational principles
6.4.1.
Subject matter
6.4.2.
Learners and learning
6.4.3.
Teachers and teaching
6.4.4.
Milieu
6.4.5.
Perspectives on organizing principles
6.5.
Epistemological dimensions: the structure of knowledge
6.6.
Political and sociological dimensions
7.
Curriculum Organization: Conflicting Perspectives (page 162)
7.1.
Focus: three approaches to organization
7.2.
Top-down approach
7.3.
Bottom-up approach
7.4.
Project approach
Part III
The Curriculum in Use
8.
Frame Factors: Basic concepts (page 191)
8.1.
The tasks of teaching
8.2.
Frame factors
8.3.
Perspectives on curriculum implementation
8.4.
The meaning-oriented curriculum
8.5.
Frame factors: a multicultural view
8.6.
Technology and frame factors
9.
Curriculum Implementation: Conflicting Perspectives (page 216)
9.1.
Focus: two approaches to curriculum implementation
9.2.
The research, development, and diffusion model
9.3.
The collaborative approach
9.4.
Summary
10. Curriculum Evaluation:
Basic Concept (page 237)
10.1.
Basic terminology
10.2.
Purposes and roles of evaluation
10.2.1.
Decisions about individuals
10.2.2.
Curriculum decisions
10.2.3.
Methods of evaluating individuals and curricula
10.3.
Standardized testing as a means of making decisions
10.4.
The role of technology in evaluation
10.5.
Evaluation information provided by a curriculum
10.6.
Evaluation planning as curriculum analysis
10.7.
Perspectives on curriculum evaluation
11. Curriculum Evaluation:
Conflicting Perspectives (page 256)
11.1.
Focus: method of assessment
11.2.
Measurement-based evaluation
11.3.
Integrated evaluation
11.4.
Ideological undercurrents
Part IV
Curriculum Critique
12. Reexamination and Critique
(page 275)
12.1.
Reflective eclecticism revisited
QUESTION AND ANSWER
Part I
Curriculum Documentation and
Origins
1. Concept of Curriculum and Purposes of Curriculum Study (page 3)
1.1.
Curriculum study
What is curriculum study?
The curriculum “cultist” makes a fundamental error in assuming that they
have the answer to any problem, regardless of the particulars of the situation.
1.2.
The meaning of “curriculum”
What is the meaning of “curriculum”?
A curriculum is the content,
standards, or objectives for which schools hold students accountable. A
curriculum is the set of instructional strategies teachers plan to use.
1.2.1.
The five concurrent curricula
What are the five concurrent curricula?
The five concurrent curricula are the official, the operational, the
hidden, the null, and the extra curriculum.
1.3.
Curriculum framework
What is curriculum framework?
Curriculum framework is a set of
categories useful for sorting out curriculum decisions, documents, and
assumption.
1.4.
Frameworks for curriculum analysis
What are frameworks for curriculum analysis?
Framework for curriculum analysis is
a prior set of questions pertaining to the way the curriculum development
process itself was framed. It examines the problems to which the curriculum
responded and the theoretical perspectives it employed.
1.5.
Why do a curriculum analysis?
Why do a curriculum analysis?
Because when selecting or adapting a
curriculum for use in particular classroom, school, or school district, it is important
to determine whether r not it is
appropriate for the situation.
1.6.
Overview of a curriculum analysis-the case of man: a course of study
1.6.1.
M:ACOS-A description
What is M: ACOS-A description?
M: ACOS (CDA, 1972) was intended as
a fifth – or sixth-grade social studies curriculum with a social science
emphasis. It was developed and tested between 1963 and 1970 under the
leadership of the cognitive psychologist Jerome Brunner, together with the
social scientists Irven DeVore, Nikolaas Tinbergen, and Asen Balikci.
1.6.2.
Curriculum Analysis of M:ACOS
What
is Curriculum Analysis of M: ACOS?
-
The first set of questions concerns the way the curriculum is documented
and framed.
-
The second set of questions concerns the curriculum proper, its
purposes, its content, and its organization.
-
The third set of questions concerns the curriculum in use, both its implementation
and its evaluation.
-
The forth set of questions reexamines all previous question sets and
attempts to develop an overall critique of the curriculum.
1.7.
How to choose a curriculum for analysis
How to choose a curriculum for analysis?
To choose a curriculum for analysis is by question and answer. The best
way to answer the question is by suggesting the kinds of information needed for
a curriculum analysis.
2. Situating the Curriculum (page 33)
2.1.
The cast of characters
What is the cast of characters?
Schwab (19710 contends that five
sorts of people should be involved in curriculum deliberations. According to Schwab,
there should be at least one representative for each of what he calls the four
commonplace of education, namely, the learners, the teachers, the subject
matter, and the milieu.
2.2.
The story behind the curriculum: problem formulating
What is the story behind the curriculum:
problem formulating?
One way to portray a curriculum’s
story is to focus on the curriculum’s formulation of a problem. Any new
curriculum can be thought if as an attempt to respond to a problem. For
example, current attempts to develop curricula in “thinking skills” are
responding to a public consensus that students leave school unable to assess
arguments critically.
2.3.
The story behind the curriculum: planning foci
What is the story behind the curriculum:
planning foci?
The story of the project available in
the literature usually describes the situation surrounding the decision to
develop a curriculum, names the cast of characters, then stops when the project
begins and resumes again when the project releases its materials to the public.
3. Theoretical Perspective on Curriculum (page 43)
3.1.
Traditional
What is Traditional?
William Torrey Harris, then
superintendent of the St. Louis school system and a learned philosopher in his
own right, believed that education needed to focus on transmitting the cultural
heritage of Western civilization.
3.2.
Experiential
What is Experiential?
Experiential view based on the
assumption that everything that happens to students influences their lives, and
that, therefore, the curriculum must be considered extremely broadly, not only
in terms of what can be planned for students in schools and even outside them,
but also in terms of all the unanticipated consequences of each new situation
that individuals encounter.
3.3.
Structure of the disciplines
What is Structure of the disciplines?
Structure of the disciplines is focus
of the curriculum to subject matter, and in particular to the disciplines of
knowledge and the way scholars in those disciplines understand their structure.
3.4.
Behavioral
What is Behavioral?
Behavioral is the assumption that all
knowledge is rooted in sense impressions, i.e., the effects that seeing,
hearing, touching, tasting, and smelling things in the world have on our minds.
3.5.
Constructivist
What is Constructivist?
The foundations of modern
constructivist views can also be traced to Greek philosophy, but in this case
to Plato. Although some of Plato’s theory now seems strange, his views had a
strong influence on antecedents of constructivism. Plato believed that a person
knowledge and ideas are innate, or inborn; all that the teacher needs to do is
help the person recall them.
Part II
The Curriculum Proper
4. Curriculum Purpose and Content: Basic Concepts (page 69)
4.1.
Training and educational context for curriculum
What is training and educational context for
curriculum?
Training refers to contexts in which
we can predict with some confidence the specific situations in which people
will use what they learn. Education, in other hand, refers to context in which
we cannot predict with any specificity or certainty the situations in which
people will use what they learn.
4.2.
Aims, goals, and objectives
What are aims, goals, and objectives?
There is no consensus on the meaning
of such terms as “aims,” “goals,” and “objectives.” Therefore, we need to
stipulate definitions of some of these basic terms for the purposes of this
text.
4.2.1.
Societal goal
What is societal goal?
Societal goal is not primarily
educational aims or goals, because they do not refer to outcomes achievable
through learning; however, almost any societal goal has some educational
dimension
4.2.2.
Administrative goal
What is administrative goal?
Administrative goal is the
maintenance and improvement of organization. Accomplishing goals such as
limiting budget increases to 10 percent, hiring more minority teachers,
lengthening the school year, adding a new science laboratory, and repairing the
high school’s roof may indirectly improve the quality of education but are not
educational objectives themselves.
4.2.3.
Educational aim
What is educational aim?
The stated aims of education
“describe expected life outcomes based on some value schema either consciously
or unconsciously chosen” (Broudy, 1971, p.13).
4.2.4.
Educational goal
What is educational goal?
Educational goal is the result
from learning over the years and across the subject matters of schooling.
4.2.5.
Learning objective
What is learning objective?
Learning objective is the
intended educational consequences of particular courses or units of study.
4.3.
Content
What is Content?
Content is one dimension of a
learning objective.
4.3.1.
Content: a behavioral psychological view
What is a behavioral psychological view?
Odd as it may seem, nearly all
thinking of psychologist about learning objectives has historically focused on
the type of objective, with little attention given to the substance or content
of objectives, and to the “stuff” teachers teach.
4.3.2.
Content: a pedagogical view
What is a pedagogical view?
Pedagogical view is a knowledge
about what to teach and how best to teach it to students.
4.3.3.
Content: a multicultural view
What is a multicultural view?
Multicultural view is a theories and
strategies designed to deal with diversity in the school.
4.3.4.
Standards
What is a standard?
A standard is the specification what
students should know and when they should know it.
4.4.
Technology and content
What are technology and content?
Technology offers the possibility of
approaching and organizing content in new ways and creates opportunity to teach
content not otherwise possible. Arguably, the most important technologies in
the history of education (so far) are the blackboard and the mass-produced textbook.
4.5.
Five perspectives on purpose and content.
What are five perspectives on purpose and
content?
The five perspectives on purpose and
content are traditional, experiential, structure of the disciplines,
behavioral, constructivist.
4.5.1.
Traditional
What is traditional?
For proponents of a traditional
perspective, the purpose of education is to transmit the cultural heritage.
4.5.2.
Experiential
What is experiential?
According to the experiential
perspective, development is the primary purpose of education (Hamilton, 1980).
4.5.3.
Structure of the disciplines
What is structure of the disciplines?
According to the
structure-of-the-disciplines perspective, the primary purpose of education is
the development of the intellect (King & Bownell, 1965) and the disciplines
of knowledge constitute the content best suited to this purpose.
4.5.4.
Behavioral
What is behavioral?
According to the behavioral
perspective, the content of the curriculum comprises a set of skills described
by statements specifying observable and measurable behaviors, termed
“behavioral” or “performance” objectives.
4.5.5.
Constructivist
What is constructivist?
Constructivist perspectives consider
the development of the mind to be the central purpose of education.
5. Curriculum Purpose and Content: Conflicting Perspectives (page 104)
5.1.
Focus: two approaches to purpose and content
What are two approaches to purpose and content?
Two approaches to purpose and content
are behavioral and constructivist.
5.2.
Behavioral
What is Behavioral?
As Joyce and Weil (1986, p. 313)
point out, “the key ideas in behavior theory are based on the
stimulus-response-reinforcement paradigm in which human behavior is thought to
be under the control of the external environment.”
5.3.
Constructivist
What is Constructivist?
A constructivist perspective focuses
on the acquisition of internal mental structures and processes, sometimes terms
“schemata” and “cognitive operation.”
5.4.
Limitations of the two perspectives
What are the limitations of the two perspectives?
The literature on objectives from
these two perspectives constitutes an ongoing debate between them. One of the
major problems with the debate is that it has been monopolized by
psychologists, as though concerns about learning and learners were the only
consideration in determining the purpose and content of the curriculum.
5.5.
Hegemonic function of objectives
What is hegemonic function of objectives?
The hegemonic functions of objectives
are the official curriculum, the hidden curriculum, and the null curriculum.
6. Curriculum Organization: Basic Concepts (page 127)
6.1.
Basic terms
What are basic terms?
The basic terms are: curriculum
organization, macro and micro levels, and vertical and horizontal dimensions of
organization.
6.1.1.
Curriculum organization
What is curriculum organization?
Curriculum organization can have a
wide range of meanings, depending on which definition of the term “curriculum”
is being used and what kinds of elements are to be organized.
6.1.2.
Macro and micro levels of organization
What are macro and micro levels of
organization?
Macro and micro are relative, rather
than absolute, terms. However, typically when we talk about “micro levels” of
curriculum organization, we are referring to the organization of a course or
unit. Likewise, we typically reserve the term “macro level” for the
organization of courses to form programs.
6.1.3.
Vertical and horizontal dimensions
What are vertical and horizontal dimensions?
Horizontal
organization is the aspect of curriculum organization that describes the
correlation or integration of content taught concurrently. Vertical
organization is the aspect of curriculum organization that describes the
sequencing of content.
6.2.
Basic structures
What are basic structures?
Basic structures are: content
structures and media structures.
6.2.1.
Content structures
What is content structure?
Content structure is a curriculum in which all content is discrete,
unrelated to, or at least independent of, all other content.
6.2.2.
Media structures
What is media structure?
Media structure is related to
particular objectives and it is useful to examine extreme cases.
6.3.
Typical macro-level curriculum organizations
What are typical macro-level curriculum
organizations?
Typical macro-level curriculum
organization is a cultural construction and is, therefore, subject to change.
Curriculum study should result in an increased awareness of this fact and of
the organizational alternatives available.
6.4.
Organizational principles
What are organizational principles?
Organizational principle is the basis
or reason for organizing a curriculum in a particular way. Without these
principles, describing curriculum organization only in terms of the basic
structures.
6.4.1.
Subject matter
What is subject matter?
Organizational principles based on
the subject matter are diverse; however, they all base curriculum organization
on the way the subject matter itself seems to be organized.
6.4.2.
Learners and learning
What are learners and learning?
Characteristics of learners relevant
to curriculum organization include their interests, problems, needs, abilities,
previous experiences, preconceptions, and developmental levels. The learning processes
relevant to curriculum organization include the significance of prerequisite
skills.
6.4.3.
Teachers and teaching
What are teachers and teaching?
Teachers’ interests and strengths
can determine curricular focus, emphasis, or starting point. The tasks involved
in teaching large groups of youths, against their will, and in crowded
conditions, act as a strong influence on curriculum organization.
6.4.4.
Milieu
What is milieu?
Milieu is the social, economic,
organizational context in which education occurs may all affect curriculum
organization, although this contexts tend to function more like influences on,
rather than principles of, organization.
6.4.5.
Perspectives on organizing principles
What are perspectives on organizing principles?
Perspectives on organizing
principles are traditional, structure of the disciplines, experiential,
behavioral, constructivist.
6.5.
Epistemological dimensions: the structure of knowledge
What is the structure of knowledge?
Structure of knowledge is such
classifications, if developed, might offer a logical basis for organizing not
only macro curricula, but even entire educational institution.
6.6.
Political and sociological dimensions
What are political and sociological dimensions?
Political and sociological dimension
of curriculum organization is a set of concepts intended specifically for the purpose.
7. Curriculum Organization: Conflicting Perspectives (page 162)
7.1.
Focus: three approaches to organization
What are the three approaches to organization?
The three approaches to organization
are top-down approach, buttom-up approach, and project approach.
7.2.
Top-down approach
What is top-down approach?
Top-down approach is the assumption
that the curriculum should be organized around fundamental concepts, themes, or
principles, and that from an understanding of these fundamental concepts the
student develops the ability to derive particular facts and applications.
7.3.
Bottom-up approach
What is bottom-up approach?
Bottom-up approach is assumes that
the most important determinant of learning is the possession of prerequisite
skills.
7.4.
Project approach
What is project approach?
The project approach emphasizes
“student-directed” experiences with the “real world,” particularly with the
social life of the community, rather than traditional subject-matter content.
Part III
The Curriculum in Use
8. Frame Factors: Basic concepts (page 191)
8.1.
The tasks of teaching
What are the tasks of teaching?
The tasks of teaching are: coverage,
mastery, management, positive effect, and evaluation.
8.2.
Frame factors
What are frame factors?
Frame factor is a limitation or
constraints on teaching, and those on curriculum implementation. The factors
are: temporal, physical, political-legal, organizational, personal (or
personnel), economic, a cultural.
8.3.
Perspectives on curriculum implementation
What are the perspectives on curriculum implementation?
The perspectives on curriculum
implementation are: traditional, experiential, structure of the disciplines,
behavioral, and constructivist.
8.4.
The meaning-oriented curriculum
What is the meaning-oriented curriculum?
Meaning-oriented curricula is
increased management demands by changing instruction from teacher-centered to
more student- or activity-centered and the teacher roles from the transmitter
information, authority figure, or manager to facilitator, consultant, resource
person, or colleague.
8.5.
Frame factors: a multicultural view
What is a multicultural view?
Multicultural
view is students from different social, economics, and cultural backgrounds,
not surprisingly, learn best when teacher use strategies compatible with those
background.
8.6.
Technology and frame factors
What are technology and frame factors?
Technology has implications across
all the frame factors. It influences the temporal frame, for example, by
allowing courses to be taken at any time of the day or night or throughout
traditional school breaks.
9. Curriculum Implementation: Conflicting Perspectives (page 216)
9.1.
Focus: two approaches to curriculum implementation
What are two approaches to curriculum
implementation?
The two approaches to curriculum
implementation are approaches to curriculum based on a behavioral perspective,
the other based on an experiential perspective.
9.2.
The research, development, and diffusion model
What are the research, development, and
diffusion model?
Research establishes the principles
of teaching and learning; development applies these research findings to the
production of materials that embody new curricula; diffusion systematically
disseminates these new materials and curricula to teachers for their use.
9.3.
The collaborative approach
What is the collaborative approach?
The collaborative approach is based
on an experiential perspective. Earlier versions of this approach were even
promoted during the progressive movement, from which the experiential
perspective derives.
10. Curriculum Evaluation: Basic Concept (page 237)
10.1.
Basic terminology
What is basic terminology?
Some of the terminology, however, derives from clinical psychology, in
which psychologists attempt to use observation, interviews, and other
techniques to develop more integrated descriptions of the person as a whole
(Adams, 1964, pp. 261-262).
10.2.
Purposes and roles of evaluation
What are the purposes and roles of evaluation?
The purposes and roles of evaluation are decisions about individuals,
curriculum decisions, and methods of evaluating individuals and curricula.
10.2.1.
Decisions about individuals
What is the decision about individuals?
Decisions of individuals are
necessary for six purposes: diagnosis, instructional feedback, placement,
promotion, credentialing, and selection.
10.2.2.
Curriculum decisions
What are curriculum decisions?
Evaluation for the purpose of
informing decisions about a curriculum is aptly termed “curriculum evaluation.”
10.2.3.
Methods of evaluating individuals and curricula
What are methods of evaluating individuals and
curricula?
The methods of evaluating
individuals and curricula are questionnaires, interviews with teachers, content
analyses of curriculum materials, comparisons of achievement test data for
groups using different curricula, follow-up interviews of course graduates, and
case studies of classrooms are typical of those used in evaluations focused on
curriculum decisions.
10.3.
Standardized testing as a means of making decisions
What is standardized testing as a means of
making decisions?
There are definite advantages to using standardized tests. Some of what
students learn can be counted; progress in some disciplines can be measured.
The learning students do that can be quantified, tabulated, efficiently graded,
recorded and publicized can then be used by policy makers to support new
program.
10.4.
The role of technology in evaluation
What is the role of technology in evaluation?
The roles of technology in evaluation are: test administration, test preparation
for students, calculator use, instantaneous scoring, test generation software
and publication of test result.
10.5.
Evaluation information provided by a curriculum
What is the evaluation information provided by
a curriculum?
The evaluation information provided by a curriculum is to try to
identify any evaluation data (e.g., test scores), suggestions (e.g.,
questions), or instruments (e.g., scales) provided by the curriculum materials
or in the research literature.
10.6.
Evaluation planning as curriculum analysis
What is the evaluation planning as curriculum
analysis?
Evaluation planning as curriculum analysis is deciding what to evaluate
and how provides a new angel from which to examine a curriculum. The analyst is
able to view the curriculum critically and to identify the aspects of it that
are crucial for its success.
10.7.
Perspectives on curriculum evaluation
What are perspectives on curriculum evaluation?
The perspectives on curriculum
evaluation are: traditional, experiential, behavioral, structure of the
disciplines, constructivist.
11. Curriculum Evaluation: Conflicting Perspectives (page 256)
11.1.
Focus: method of assessment
What is the method of assessment?
The methods of assessment are: measurement-based evaluation, integrated
evaluation, and ideological undercurrents.
11.2.
Measurement-based evaluation
What is the measurement-based evaluation?
Measurement-based evaluation is based on two assumption: (1) that
educational practices are justified by the learning outcomes educators seek to
achieve, and (2) that these outcomes can be measured.
11.3.
Integrated evaluation
What is integrated evaluation?
Integrated evaluation has some characteristics, there are: growth-oriented,
student-controlled, collaborative, dynamic, contextualized, informal, and
flexible and action-oriented.
11.4.
Ideological undercurrents
What are ideological undercurrents?
Ideological undercurrents is conservative to the extent that is focuses
on individuals rather than on institutional structures (for example, tracking
of students), and in so doing, uncritically accept the very strutures that may
underlie its problems.
Part IV
Curriculum Critique
12. Reexamination and Critique (page 275)
12.1.
Reflective eclecticism revisited
What is reflective eclecticism revisited?
Schwab offers the “eclectic” as an
approach to curriculum planning. Each theory brings certain features of a
phenomenon into focus, helping the curriculum planner to understand better that
aspect of the situation.
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