The educational imagination: on the design and evaluation of school programs
This paperback reprint of the 1994 edition is a highly regarded curriculum development book by one of the most prominent figures in the field. It is designed to help readers understand the major approaches to curriculum planning and the formation of educational goals. In this edition, Eisner provides a conceptual framework that shows learners the different ways in which the aims of education can be regarded...and, describes their implications for curriculum planning and teaching practices. Coverage is grounded in the belief that the appropriateness of any given educational practice is dependent upon the characteristics and context of the school program, and the values of the community that program serves. Chapter titles include: Schooling in America: Where Are We Headed; Some Concepts, Distinctions, and Definitions; Curriculum Ideologies; The Three Curricula That All Schools Teach; Educational Aims, Objectives, and Other Aspirations; Dimensions of Curriculum Planning; On the Art of Teaching; The Functions and Forms of Evaluation; Reshaping Assessment in Education; Some Examples of Educational Criticism; and A Criticism of an Educational Criticism. For teachers and anyone else involved in planning educational curriculums.
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Where We Are Where We Were Where We Are Going
Social Forces Influencing the Curriculum
Some Concepts Distinctions and Definitions
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A. S. Neill ability achievement activities aims appraisal artistic aspects B. F. Skinner behavior believe Benjamin Bloom Brach's cational classroom conception course create criteria Criterion-referenced tests curriculum development curriculum materials curriculum planning deal decisions defined Dewey discussion E. E. Cummings educa educational criticism educational evaluation educational practice educational programs educational research educationally example experience expression field forms formulated function goals human ideas identify images important individuals inquiry instruction intellectual interests J. P. Guilford John Dewey kind language learning Lee Cronbach lessons math means Miss Hill mode objectives organization orientation to curriculum particular performance problems professional questions rationality regard requires riculum school administrators school districts school programs scientific sense skills social society specific Stanford University structure subject matter task teachers teaching theory tion tional understand values visual Williams writing