Essay - Curriculum Evaluation Models Ornstein and Hunkins (2003) Categorize Two Approaches...


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Curriculum Evaluation Models

***** and Hunkins (2003) categorize two approaches to curriculum development as technical-scientific and nontechnical-nonscientific. The technical-scientific approach is a blueprint for structure the le*****rning environment and coordinating ***** elements of personnel, materials and equipment. Educators use a rational approach to accomplish their t*****ks and systematically outline procedures to facilitate the creation of curriculum. It's essentially a means-ends paradigm which emphasizes the ability to evaluate a *****- designed program. However, with use of ***** nontechnical-nonscientific ***** ***** evolves rather than being planned. This approach foc*****s on individual's self-percepti*****s and personal preferences, their own assessments of self-needs and ***** attempts at self-integr*****ion. The learner is highly involved in the planning process. ***** nontechnical-nonscientific ***** stresses *****, subjective, aesthetic, heur*****tic, and transactional nature of curriculum

***** both technical-scientific and ***** approaches each have different suggested process models for implementation, it is useful ***** explain a commonly used model ***** ***** to further understand the differences in the approaches. The Taba Model is *****ten used for the ***** approach and emphasizes teacher-***** *****struction.

This model recommends a five-step process sequence (Curriculum development):

***** pilot te*****ching-learning units representative of ***** grade level or subject area.

***** experimental units to set upper and lower limits of required abilities.

Revising and consolidating

Developing a fr*****mework for scope and sequence

Installing ***** disseminating new units (in-service training)

In contrast, the Glatthorn Naturalistic Model ***** supporting the nontechnical-nonscientific approach suggests (Ritz):

***** the alternatives

Staking out the territory

Developing a constituency

***** the knowledge base

Blocking in the unit

***** quality learning experiences

***** ***** course examination

Developing the ***** scenarios

Increasingly, teachers are called upon to incorporate elements of both technical-scientific and ***** ***** to curriculum development to achieve the ***** benefits of each. Teachers will need to look at ***** models for implementing these two approaches to ***** the benefits ***** both outcome-based education which emphasizes what students ***** expected to learn as well as open-ended ***** which encourages teachers to create a positive *****ing experience ***** the student. The former is best served by technical-scientific approaches while the later is best *****ed by nontechnical-nonscientific approaches. Fortunately, the approaches do appear to be complimentary more so ***** conflicting ideologies as positioned ***** *****me.

Therefore, teachers should seek out an integrative approach to their curriculum ***** approaches that weds process models. Practically speaking, this will mean striking a balance between student-centered and *****-centered ***** and forming me*****urable expectations for the general student population as well as the flexibility ***** aim for highly individualized expectations that are unique to each student and ***** may be more *****ly assessed. And, of *****, a broader community ***** ***** to be brought into ***** curriculum development process.

Bibliography

***** development. http://72.14.253.104/search?q=cache:JfY-Nw6yUmgJ:people.coe.ilstu.edu/malor*****r/411/Notes/07%2520curr%2520devel%252010-29-04.doc+Noye%27+%22*****+development%22+deliberation&hl=en&ct=clnk&cd=3&gl=us

Ornstein & ***** (2003). Curriculum: Foundations, principles, ***** issues (4th ed). Boston: Allyn and Becon.

*****, J. Curriculum development.

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