Conflicting Conceptions of CurriculumElliot W. Eisner, Elizabeth Vallance |
Contents
Their Roots | 1 |
Part One Curriculum as the Development of Cognitive | 19 |
Part Two Curriculum as Technology | 49 |
Copyright | |
6 other sections not shown
Common terms and phrases
ability achieve activities analysis application approach associated basic become behavior called cognitive concepts concerned course curriculum deal demand direct disciplines distinction economic effective example exists experience facts Figure function given goals hardware human ideas important increase indicated individual inquiry instruction intellectual interests involved issues kind knowledge learner learning less limited material matter means method modes nature objectives occur organization orientation particular pattern planning possible practice present principles problem production questions reading reason refers reflect reinforcement relations relationship relevant requires responses selection sense significance skills social society solution solving specific stimuli structure studies suggests teacher teaching tests things thought tion traditional transcendence understanding units University values York young