Basic Principles of Curriculum and Instruction

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University of Chicago Press, Mar 1, 2010 - Education - 134 pages
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What educational purposes should the school seek to attain, and what educational experiences can be provided that are likely to achieve these purposes? Rather than literally answering these questions of curriculum and instruction, Tyler develops a rationale for studying them, and suggests procedures for formulating answers and evaluating programs of study. Quite simply, his book outlines one way of viewing an instructional program as a functioning instrument of education.

The four sections of the book deal with ways of formulating, organizing, and evaluating the educational objectives that have been chosen for the curriculum. Tyler emphasizes the fact that curriculum planning is a continuous cyclical process, involving constand replanning, redevelopment, and reappraisal. Substitution of such an integrated view of an instructional program for hit-or-miss judgment as the basis for curriculum development cannot but result in an increasingly effective curriculum.

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2 How Can Learning Experiences Be Selected Which Are Likely to Be Useful in Attaining These Objectives?
3 How Can Learning Experiences Be Organized For Effective Instruction?
4 How Can the Effectiveness of Learning Experiences Be Evaluated?
5 How a School or College Staff May Work on Curriculum Building

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About the author (2010)

Ralph W. Tyler was formerly Professor of Education and Dean, Division of Social Sciences, at the University of Chicago.

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