Eisner

= = toc =Chapter 1= Big Question: Are schools educationally effective? //America 2000// critiques 1. schools not doing as well as in the past; linked to economy 2. drop out rate is 25% 3. too expensive for what we get (low test scores) these are later argued to be false critiques by Eisner

America is diverse and a one-size-fits-all curriculum won't cut it

Edward Thorndike

 * "connectionism"
 * human behavior can be shaped
 * increase student performance through standardization

Frederick Taylor

 * "Efficiency Movement"
 * (assembly line) minimize movement/deviation
 * managerial process of work
 * individual incentive/initiative=error
 * "converted curricula to training programs"

Raymond Callahan (1962)

 * leading student efficiency
 * vulnerability thesis (can someone explain this???)
 * scientific approach does not work

Dewey

 * students as live creatures
 * disequilibrium leads to potential productivity
 * child must be active and have a stake in the experience
 * growth occurs only when child pursues own purpose
 * much inquiry
 * (in)determinate situation
 * problem-centered environments
 * formidable model of teaching

Franklin Bobbit (1924)

 * "Father of curriculum"
 * build on work of F. Taylor
 * naive view of rational planning

Henry Harap (1932)

 * //The Technique of Curriculum Making//
 * like Bobbit, technological

Ralph Tyler (1950)

 * //Basic Principles of Curriculum and Instruction//
 * observable behavior as evidence for learning
 * like Dewey: experience is important
 * like Bobbit: objectives
 * like Harap: data sources for objectives (clarification please?!!!)
 * Four Questions:
 * What are the educational purposes?
 * Helpful educational experiences?
 * Organize educational experiences?
 * Determine if the educational experiences are attained?
 * means-ends orientation

Arthur Bestor and Admiral Hyman Rickover (50s)

 * schools are too laissez-faire

Sputnik
 * spike in federal money for math, science and ss
 * top-down reform

Jerome Bruner (1960)

 * //The Process of Education//
 * engage students in practical thinking of disciplines

Back-to-Basics Movement Effective Schools Movement

=Chapter 2=

Curriculum, "what schools teach" to "specific activity" --Latin: "currere"/the course to be run

As school Experiences 1920 Progressive Educators 1. experience is paramount 2. discovered by looking back; also beyond classroom

Curriculum Decision Making

general to particular and present to future

small-scale changes must be made after large-scale decisions Curriculum--"series of planned events intended to have educational consequences for 1 or more student

Intended and Operational Curriculum
emergent v. long-term curriculum

Normative Curriculum

 * realization of worth-while aims
 * set of values
 * Education v. Schooling
 * growth leads to further growth
 * Educational: contributes to growth
 * Noneducational: simply undergone, no influence
 * Miseducational: thwart ability for future growth, as in phobias

Descriptive Curriculum

 * account of and account for a set of phenomena
 * borrowed from psychology
 * subtly pervaded by normative theory

Curriculum Diffuesion (v. Installation)
= = =Chapter 3=
 * state frameworks
 * textbooks
 * districts
 * politics
 * timetable
 * conventions/consultants
 * entrance requirements
 * budget

__﻿Six Ideologies__
ü All share a belief in God and sharing of God’s message in their educational practice ü 90% Roman Catholic, including Jesuit (social justice) ü Other – Jewish ü Waldorf Schools – spiritual connection ü Those who hold dogmatic beliefs their first aim is to educate their children in those beliefs. (page 62) ü ü Elitist view
 * Religious Orthodoxy
 * Rational Humanism

ü Three beliefs – western views

ü Enlightenment period

ü Use primary source documents – Example: Read Thomas Jefferson’s work instead of reading about him

ü Vocational skills responsibility of higher level education, not elementary schools

ü Electives are undesirable

>> ü Two streams – conception of nature of human experience and intelligence and social reform >> ü Personal vs. political >> ü Intelligence is growth >> ü Using experiences and finding places for them to fit at appropriate level tasks so the student can grow >> ü Curriculum is problem centered – child acts environment, not just absorbing ü ü Less of an educational ideology than others ü Most visible and articulate analysis of education ü Main function is the revelation of tacit implicit) values that are underlying   ü Political left    ü Raising consciousness    ü Aim is to emancipate the unsuspecting from debilitating practices of schools    ü Concern with hidden curriculum and the “hider”    ü Based on Marx’s ideas    ü Negative approach to society and industry    ü Negative view of school – “Pulling weeds is helpful, but their elimination in a garden does not insure flowers will grow, flowers have to be planted.” (page 74)    ü Need to go from text to action- what would a school built on these beliefs look like?    ü Emerged in 1970’s    ü More of orientation than dogma (more of a direction than a system of beliefs ü A way of thinking ü James MacDonald, Dwayne Heubner, William Pinar (US) ü “Means end” Mentality – solution for every problem (not real life)
 * Progressivism
 * ü John Dewey
 * Critical Theory
 * Reconceptualism

ü Efficient, specific, standardized goals; scientific experiment

ü Like Critical Theory in thinks of schooling as use of perspective of experiences and rather than application of rules  ü Two branches – mind and knowledge ü Knowledge – being able to manipulate symbols ü Gardner – ways of thinking ü How we think ü Expansion of literacy and equity in classroom =Chapter 4=
 * Cognitive Pluralism

Explicit
Culture of school is important What we are teaching kids in our school environment - most is not written

Null
=﻿Chapter 5=


 * Behavioral Objectives
 * Specific goals hope to achieve
 * Roots of Objective movement
 * Limitations of Behavioral Objectives
 * Problem Solving Objectives
 * Expressive Outcomes
 * General questions

=Chapter 6 Dimensions of Curriculum Planning=

Those Who plan the curriculum:
 * teachers
 * main person who influences the curriculum
 * interpreter of educational policy
 * determines the role of the student (may be involved in planning curriculum even)
 * District-Wide Curriculum Planning
 * a committee may be appointed and compensated for their time (what a thought!)
 * create materials for schools to use
 * very different to plan vs. implement (as teachers do)
 * State Curriculum Planning
 * 1-3 year periods of planning
 * make use of knowledgeable people in each field
 * question professional groups for their opinions (work toward social efficiency)
 * states provide frameworks for districts
 * mandates can be enforced with money
 * may specify minutes/subject/week
 * Research and Development Center
 * educational laboratories (meaning they will fail at times)
 * millions of dollars for budgets
 * Commercial Publishers as Planners of Curriculum
 * textbook makers
 * most influential
 * more and more include multimedia resources
 * Federal Influences on Curriculum
 * new curriculum influences and initiatives
 * money and publicity
 * presidential speeches
 * focus on math and science
 * takes away from other content areas?

Dimensions of Curriculum Planning Aims v. Goals v. Objectives
 * from broad and vague to specific, but each serve a particular purpose

Types of Learning Opportunities J.P. Guilford's taxonomy of mental processes



= = =Chapter 7=

The Art of Teaching
= = =Chapter 10= Educational Connoisseurship and Criticism

Criticism

 * 1."an empirical understanding"
 * empiricus="open to experience"
 * the perception of works of art (qualities and relationships)
 * not an abstraction (not interpretations of observations, but the perceptions themselves)
 * 2. anything can be criticized
 * not a negative appraisal, but an illumination of qualities

Connoisseurship

 * the act of knowledgeable perception; to know how to look, see, appreciate
 * gives depth to criticism
 * must be a critic to be a connoisseur, but not vice versa
 * to know the subtleties by having a range of experiences
 * experience alone does not guarantee connoisseurship

Discursive vs. Nondiscursive Knowledge

 * discursive
 * language of criticism
 * used in science and math
 * much of our speech
 * ex: "liked by many people"
 * nondiscursive
 * "a language that presents to our consciousness what the feeling of those qualities is"
 * used more in the arts, when literal words are not sufficient to describe
 * the "shape" of the language, the art of language itself
 * ex: "cool"

Four Aspects of Educational Criticism

 * each aspect provides a different lens which may provide a sharper image of the examination or critique

Descriptive (p. 226)
//The descriptive aspect of educational criticism is essentially an attempt to identify and characterize, portray, or render in language the relevant qualities of educational life.//

Interpretative (p. 229)
//The interpretative aspect of criticism asks: What does the situation mean to those involved?//

Evaluative (p. 231)
//... evaluative aspects of educational criticism that most clearly distinguishes the work of the educational critic from that of the social scientist. Education is, after all, a normative enterprise. Unlike schooling or learning or socialization (all of which are descriptive terms), eduaction is a process that fosters personal development and contributes to social well being.//

Thematic (p. 233)
//Thematics is the distillation of the major ideas or conclusions that are to be derived from the material that preceded it.//

Quantitative and Qualitative Forms of Inquiry

 * Quantitative inquirers view qualities in quantitative form in order to examine them statistically.
 * Qualitative inquirers changes values to be examined into comparable vicarious artifacts to describe and measure against events or objects.
 * Qualitative inquiry in an educational setting is more open ended. The criticism is made through the observations of the critic rather than against a prescribed standard. This allows for greater flexibility to interpret observations.

Structural Corraboration
=Chapter 11=

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=﻿Chapter 13 - Summing up Major Points=