The Curriculum Improvement Movement in Oklahoma

Young, Raymond J.

doi:10.1177/019263655503921403

Cited by 4 publications

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“…Finally, Young's formative work in Oklahoma included leadership of the statewide Oklahoma Secondary School Curriculum Improvement Commission (Oklahoma Secondary School Curriculum Improvement Commission and Oklahoma State Department of Education, 1953;Young 1955c). Beginning in 1953, Young directed or commissioned 10 studies of Oklahoma's educational problems covering the following issues: (a) holding power (i.e., retention) of secondary school youth; (b) follow-up studies of graduates and nongraduates; (c) youth needs and problems; (d) faculty, student, and lay person's beliefs; (e) participation in extracurricular activities; (f) community needs and characteristics; (g) incidental expenses involved in school attendance; (h) evaluation of instructional programs; (i) guides to assist in studies; and (j) other projects.…”

Section: School Curriculum Improvement In Oklahomamentioning

confidence: 99%

“…These studies motivated him to learn good methodological approaches for researching the first three items, which later helped him assess community needs in the citizen's participatory studies he would soon direct. His perspectives on items d and f, and his approach to item h, were later seen in how he used economic, demographic, and sociological data to assess the need for new junior colleges (Young, 1955c).…”

Section: School Curriculum Improvement In Oklahomamentioning

confidence: 99%

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Katsinas

2008

Community College Review

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Section: School Curriculum Improvement In Oklahomamentioning

confidence: 99%

Section: School Curriculum Improvement In Oklahomamentioning

confidence: 99%

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Katsinas

2008

Community College Review

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“…Steps in organizing the council and establishing its purposes were outlined. The curriculum improvement movement in Oklahoma during 1952 and 1953 was described by Young (66). Tyler (65) reported the study of work experience programs in California high schools and junior colleges made under the auspices of the California State Department of Education.…”

Section: Historical Development Of the Curriculum In Individual Or Stmentioning

confidence: 99%

Chapter I: Curriculum Organization and Development in Historical Perspective

Beauchamp¹

1957

Review of Educational Research

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1N THE last issue of the REVIEW devoted to the subject of curriculum (1), studies utilizing a historical approach were included under titles dealing with some specialized phase of curriculum and curriculum planning. It is the intent of this chapter to discuss research and other materials based upon research focused upon trends in curriculum development, histories of education and historical studies in special fields, historical development of curriculum in individual or state school systems, and literature of curriculum terminology. Trends in Curriculum DevelopmentTrends in curriculum development were last reported in various sections of the June 1954 issue of the REVIEW (1). Merritt and Harap (49) reviewed trends in the production of curriculum guides as reflected by the output of publications during the period 1951-1953. Harap (33) reviewed trends in curriculum practices and planning procedures. He noted emphasis upon fundamental and useful learning, learning to work and live together, and a continuous demand for artistic and musical training for children. A continuing trend in the fusion of related subjects with core emphasis in the junior and senior high school was indicated. Leaders in curriculum development were reported as concluding that the individual school is the most effective instrument for curriculum change. Caswell and Bellack (18) also reported curriculum developments of recent years. They identified four areas that have become crucial in connection with curriculum development: (a) modern construction of the fundamentals of education, (b) differentiation of the role of the educator from that of the lay citizen in curriculum change, (c) assurance of quality of teaching and learning, and (d) the preservation of freedom of teaching and learning. Russell and Parker (56) reviewed some of the conditions that have influenced curriculum development over the years and discussed various guides to research for teachers. They concluded with eight suggestions for implementing research knowledge. Koopman (41) identified trends toward more mature cooperation in curriculum development by all persons concerned. Brauer (13) investigated trends in state legislation affecting the curriculum of the public

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Organization for Curriculum Development

Evans¹

1957

Review of Educational Research

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The Curriculum Improvement Movement in Oklahoma

Cited by 4 publications

References 0 publications

Editor's Choice Essay

Editor's Choice Essay

Chapter I: Curriculum Organization and Development in Historical Perspective

Organization for Curriculum Development

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