Basic Principles of Curriculum and Instruction

Tyler, Ralph W.; Hlebowitsh, Peter S.

doi:10.7208/chicago/9780226086644.001.0001

Cited by 134 publications

(55 citation statements)

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“…Furthermore, it is seen that the indicators are: mastering the material , mastering the science of education, mastering the guiding way of the students, mastering the learning method of conducting an evaluation, learning planning, personality integrity, social competence, work ethic, school uniqueness, curriculum as a document, There are six indicators that the median is below average: mastering the material, mastering the science of education, mastering the way of guiding students, mastering the methods of learning, carry out an evaluation, learning planning. Judging from the opinion (Tyler, 2013), starting planning objectives, experiences, methods, and evaluation of learning have not been done, it means that all aspects of the Behavioristic curriculum have not been met.…”

Section: Resultsmentioning

confidence: 99%

The In-deep Study Problems Organizers Inclusive Education of Medium School in Learning Science in Padang

Festiyed

Iswari

2018

ICSAR

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This study aims to identify where the occurrence of bottlenecks in the science learning process of secondary school inclusive education providers for children with special needs (ABK), through deep study. Informants in this research are teachers who are involved in science learning in schools implementing inclusive education in Padang city. Data were collected by interview, observation and questionnaire method as the main method. Assistive methods in the form of documentation. Qualitative data analysis through 4 paths is data collection, data reduction, data display, draw a conclusion. The result of initial research of 102 schools SMA / MA / SMK in Padang city there are problems of interaction of six components of education process (curriculum, educator, learner, facilities and infrastructure, technology and learning media, assessment system). From 102 schools and there are 4 schools conducting inclusive education with 56 students spread in SMK Negeri 4 as many as 18 people, SMK Negeri 6 as many as 27 people, SMK Negeri 7 as many as 8 people, SMK Negeri 8 as many as 3 people. based on the problem which related to teachers, students, schools, communities, and government experienced problems in the implementation of inclusive education because ABK difficulty varies according to their needs. Science learning for ABK has not done well according to the needs, characteristics, and limits of ability possessed by children with special needs. The guidance model, not yet focused on non-adaptive behavior or deviant behavior before they conduct activities of individual learning activities program.

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Section: Resultsmentioning

confidence: 99%

The In-deep Study Problems Organizers Inclusive Education of Medium School in Learning Science in Padang

Festiyed

Iswari

2018

ICSAR

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“…La Marca, Redfield, and Winter (2000) introduced the meaning of "to align" as "to bring into a straight-line; to bring parts or components into proper coordination; to bring into agreement, close cooperation." In the school context, it is well documented in Tyler's traditional educational goals theory (Tyler, 2013). According to his theory, the curriculum of each grade is accumulated and the precedent learning is helpful.…”

Section: Alignment Between Curriculum Teaching and Testingmentioning

confidence: 99%

What are the Effects of the Change in the Assessment Systems on the Alignment between Curriculum, Teaching and Assessment? A Case in Korean Middle Schools

Lee¹

2019

The Journal of AsiaTEFL

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This study aimed to analyze how the various assessment systems affecting middle school English education has changed over the recent decade, investigate the effects of these assessment system changes on alignment between curriculum, teaching and assessment, and find implications for effective middle school English education. Document analysis was used to address the changes in the assessment system over the recent decade. It identified that there was a great change in the assessment system in that period. The assessment within middle schools was changed from NRTs to CRTs in 2012, which has affected the high school admission process since 2012. In the CSAT, the assessment of English subject has experienced a change from NRTs to CRTs since 2018. In addition, the NAEA has changed from assessing all 3 graders in middle school and 2 graders in high school to only assessing students from sampled schools since 2017. As a result, the assessment systems which were criticized as a significant barrier that distorted middle school English education due to negative washback effect have been improved. Secondly, a questionnaire survey showed respondents' positive perceptions regarding their practice to the alignment at all stages of planning, teaching, and assessment. However, issues not corresponding to their positive perception were identified in the implementation process. Thirdly, it was confirmed that there was a consistent difference in the perception among teachers by school levels as to the effect of changes in the assessment systems on the alignment. Particular attention needs to be paid to the significant difference between the results of middle and high school teachers in almost all the issues. This suggests that the difference between of middle and high school teachers should be reflected on English education policy along with the change in the assessment systems.

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“…Contudo, o modo como a Reforma e o ENEM se sustentam com base na teoria das competências, só pode ser compreendido como a junção no mesmo corpo teórico da perspectiva dos eficientistas sociais na tradição de Franklin Bobbitt (2007), Ralph Tyler (2013) e Robert Gagné (2013), especialmente no que diz respeito aos objetivos da aprendizagem e suas possibilidades de mensuração e visão de ciência daquele primeiro grupo. Tal incongruência demarca uma contradição, pois esse último grupo de teorias se opõe, em tese, ao primeiro.…”

Section: Teoria Das Competências: Os Fundamentos Ecléticos Da Contextunclassified

“…Mesmo que se considere a matriz construtivista e cognitivista dos PCNEM e a experiência prévia do aluno nos termos do progressivismo de Dewey (2010), a organização operacional do currículo, nos termos da Reforma, segue uma racionalidade que muito pouco se diferencia daquela defendida pelos eficientistas sociais, em especial Tyler (2013). Todo o texto dos PCNEM é baseado na prévia definição de objetivos a serem atingidos pela escola; seleção de conteúdos necessários para atingir os objetivos; organização eficiente dos conteúdos segundo determinadas diretrizes didáticas e critérios de avaliação; medição e controle dos objetivos, enquanto sua capacidade de atingir ou não os objetivos propostos em exames avaliativos e performance decorrente da solução de problemas.…”

Section: Bases Gnosiológicas Da Reforma: O Mundo Real Apenso Aos Discunclassified

“…Todo o processo de avaliação no qual se baseia o ENEM tem como pressuposto a decomposição das competências, enquanto junção das quatro dimensões do aprender (a conhecer, a fazer, a viver e a ser), em habilidades instrumentais e, portanto, em comportamentos expressos que permitem a elaboração de indicadores de desempenho laboral na nova sociedade da informação, na tradição dos eficientistas sociais como Bobbitt (2007), Tyler (2013) e Gagné (2013. Nesse sentido, poderíamos dizer que os conceitos e objetivos dessa tradição são renomeados e substituídos pelo "moderno" conceito de competência, o que, por si só, é uma nova tese.…”

Section: Bases Gnosiológicas Da Reforma: O Mundo Real Apenso Aos Discunclassified

See 1 more Smart Citation

O princípio da contextualização na reforma do ensino médio no Brasil: em busca de uma leitura ontológica

Filho

Jimenez²,

Chaves

et al. 2018

Educação Unisinos

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Basic Principles of Curriculum and Instruction

Cited by 134 publications

References 0 publications

The In-deep Study Problems Organizers Inclusive Education of Medium School in Learning Science in Padang

The In-deep Study Problems Organizers Inclusive Education of Medium School in Learning Science in Padang

What are the Effects of the Change in the Assessment Systems on the Alignment between Curriculum, Teaching and Assessment? A Case in Korean Middle Schools

O princípio da contextualização na reforma do ensino médio no Brasil: em busca de uma leitura ontológica

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