The Educational Imagination: On the Design and Evaluation of School ProgramsIn this book, Eisner provides a conceptual framework that shows the different ways in which the aims of education can be regarded and describes their implications for curriculum planning and teaching practices. This book provides a "context" in whic h teachers can critically examine prevailing assumptions and both current and proposed practices. An analysis and overview of leading ideas in the field explores American education as it has developed from the turn of the century to the present. Introduction of unique concepts in educational planning include such ideas as eductional connoisseurship--the art of appreciating what is educationally significant, and educational criticism--the use of art critism as a means of describing, interpret ing, and evaluating teaching. |
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Page 36
... learning an instance of education depends on a normative theory of education . The claim that some groups or individuals do or would regard such learning as educational is not in dispute . This might be true , but to make such a claim ...
... learning an instance of education depends on a normative theory of education . The claim that some groups or individuals do or would regard such learning as educational is not in dispute . This might be true , but to make such a claim ...
Page 139
... learning opportunities that are created in the curriculum . The advocate , for example , of learning by discovery will fre- quently be interested in helping children “ learn to think like scientists . ” For such people the curriculum ...
... learning opportunities that are created in the curriculum . The advocate , for example , of learning by discovery will fre- quently be interested in helping children “ learn to think like scientists . ” For such people the curriculum ...
Page 365
... learning that were used in such studies , it turns out that learning is defined as achievement measured on standardized achieve- ment tests . No attention is devoted to what children learn that tests don't measure . What happens is that ...
... learning that were used in such studies , it turns out that learning is defined as achievement measured on standardized achieve- ment tests . No attention is devoted to what children learn that tests don't measure . What happens is that ...
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achievement activities aesthetic aims artistic asked aspects assessment attention behavior believe Bill Brach's Bryson City cational classroom cognitive conception connoisseurship course create criteria criterion-referenced tests Critical Theory culture curricu curricula curriculum development curriculum materials curriculum planning dents describe designed Dewey e. e. cummings educa educational criticism educational evaluation educational practice educational psychology educational research Eisner Elliot W emphasis evaluation example experience expression forms formulated Forrister Forrister's Full Metal Jacket function Gebhart goals high school human ideas ideology images important individual inquiry instruction intellectual John Dewey kind language learning major means objectives outcomes particular performance Porro problems Progressivism questions regarded requires riculum school districts scientific sense skills social specific Stanford Stanford University structure Swain County tasks taught teachers teaching theory tion tional tive understand values York