Amid behavioural and behaviouristic objectives: reappraising appraisals of the Tyler<i>Rationale</i>

Hlebowitsh, Peter S.

doi:10.1080/0022027920240602

Cited by 18 publications

(8 citation statements)

References 7 publications

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“…However, curriculum reconceptualists have been questioned for their mis-criticisms of the Tyler Rationale (Hlebowitsh, 1992(Hlebowitsh, , 1995Wraga & Hlebowitsh, 2003). 'Many of these extended criticisms of the Rationale', Hlebowitsh (1995) observed, 'went against the historical record and fundamentally failed to understand that the Tyler Rationale was more than one man's idea on curriculum development ' (pp.…”

Section: The Reconceptualist Movementmentioning

confidence: 99%

Contemporary curriculum theorizing: crisis and resolution

Deng

2018

Journal of Curriculum Studies

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Using the 'medical' framework (symptoms, diagnosis and prescription) in Schwab's (1970/2013) the Practical 1 article, I analyse the current state of contemporary curriculum theorising as a result of the re-conceptualist movement. I argue that curriculum theorising is in serious crisis due to the loss of the original subject of curriculum studiespractice and the inner work of schooling as a complex institution. Furthermore, I contend that the crisis has to do with the task of theorising being mistakenly viewed as the pursuit of 'complicated' curriculum understanding, together with an uncritical embrace of postmodernism and related discourses. Based on Schwab' the Practical and informed by the German Didaktik tradition, I propose a way forward to overcome the crisis and to revive curriculum theorising that matters in practice and in the world of schooling for the twenty-first century in terms of three propositions. First, curriculum studies is a distinct discipline/field centrally concerned with practice for the advancement of education. Second, practice and the inner work of schooling provide the essential starting point and subject matter for theorising. Third, curriculum theorising requires the use of theories in an eclectic, critical and creative manner.

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Section: The Reconceptualist Movementmentioning

confidence: 99%

Contemporary curriculum theorizing: crisis and resolution

Deng

2018

Journal of Curriculum Studies

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“…I uncovered significant problems with Kliebard's interpretation, which I documented in my earlier paper (Hlebowitsh 1992). But my paper went beyond what Kliebard had to say.…”

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confidence: 84%

Interpretations of the TylerRationale: a reply to Kliebard

Hlebowitsh

1995

Journal of Curriculum Studies

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“…La evaluación considera estudiar y poner en evidencia los intereses, ideologías y distorsiones que afectan al individuo y que tienen incidencia en el contexto. Gracias a esta relación simbiótica, el desarrollo conceptual de la evaluación está en constante ampliación y debate, así las ideas innovadoras se convierten en un eje de transformación (Hlebowitsh, 1992) para un elemento tradicional y recurrente de la educación.…”

Section: La Evaluación Y Su Relación Con El Contextounclassified

Repensar la evaluación formativa como parte de los procesos de aprendizaje

Garnica

2019

recie

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La evaluación formativa es un proceso de uso cotidiano en la actualidad. Convertido en una característicaesencial a lo largo del aprendizaje, su versatilidad y múltiples interacciones con los participantes ha permitido su desarrollo más allá de las aulas, así como las relaciones entre el entorno y los avances teóricos, haciendo posible dilucidar resultados posteriores al proceso de enseñanza y validar la apropiación conceptual y la práctica. Este trabajo de investigación pretende caracterizar el proceso de evaluación formativa, resaltando sus virtudes, características, aplicabilidad y trascendencia con relación a su papel en el acompañamiento, incidencia y formación de calidad del individuo, haciendo énfasis en los diversos métodos que desde la evaluación formativa se pueden desarrollar como complementarios al avance teórico formativo.

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Amid behavioural and behaviouristic objectives: reappraising appraisals of the TylerRationale

Cited by 18 publications

References 7 publications

Contemporary curriculum theorizing: crisis and resolution

Contemporary curriculum theorizing: crisis and resolution

Interpretations of the TylerRationale: a reply to Kliebard

Repensar la evaluación formativa como parte de los procesos de aprendizaje

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