PREMISES, IDEOLOGIES, AND ANALYSIS CRITERIA FOR CURRICULUM DEVELOPMENT

JOAN ANN HUSSEY BROGAN, Fordham University

Abstract

The major purpose of this study was to gain empirical data from the responses of educational experts, regarding an analysis of Shane's premises for curriculum change toward the 21st Century in terms of Schiro's curriculum ideologies, and Zais's curriculum analysis criteria.^ The subjects of the study were 29 educational experts from universities throughout the United States. The materials employed in the investigation were the Curriculum Ideology Analysis Scale and the Definition of Terms Brief, developed by the researcher.^ The major conclusions based upon the findings of the study were: (1) the study is a reaffirmation of the educational significance of Shane's premises for curriculum development; (2) the eight premises are widely applicable to curriculum planning because of their high or highest agreement with two or more of Schiro's ideologies, and with Zais's analysis criteria; (3) Global Education and Alternative Futures received highest ratings and are considered to be of utmost importance; (4) Values Education may be expected to contribute to the development of high personal standards, socially attuned community members and human development; (5) Lifelong Education is essential to provide experiences and motivation for the ongoing growth of all members of society.^ Recommendations based on the findings include: (1) Educational administrators and boards of education should be aware of the extrapolated grouping of Shane's premises and of the Scale, for organization of curriculum planning at this generic level would ensure that concrete specific objectives for individual courses would be evaluated in terms of their success in fulfilling abstract but necessary goals, and would help to avoid planning by accretion that is prevalent; (2) Departments of education in colleges and universities should proffer courses stressing the effect of employing curriculum as a management tool. ^

Subject Area

Educational administration

Recommended Citation

BROGAN, JOAN ANN HUSSEY, "PREMISES, IDEOLOGIES, AND ANALYSIS CRITERIA FOR CURRICULUM DEVELOPMENT" (1982). ETD Collection for Fordham University. AAI8223590.
http://fordham.bepress.com/dissertations/AAI8223590

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