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ERIC Number: ED187212
Record Type: RIE
Publication Date: 1980-Mar
Reference Count: 0
Describing Curriculum Reform: Educational Theory and the Political Process. ASHE Annual Meeting 1980 Paper.
Helms, Lelia B.; And Others
The relationship between the content and the context of curriculum was explored by applying basic concepts and approaches from the fields of policy analysis and organization theory. A chronology of the policy formation stage in which the University of Iowa developed its recommendations for curriculum revision is presented. The format indicates major problems considered, key participants, decisions reached, and external contributing influences. An analysis of the participants in the process, their backgrounds, experience, theories of curriculum, the changes actually recommended, and their impact in redistributing advantages and disadvantages among departments is included. Findings suggest that in the stage of curriculum formulation, goals appear to have limited influence upon policy recommendations. Decisions on goals seem to be avoided, and agreement is focused on procedures. However, the third phase of curriculum policy-making, that of adoption, may address the question of goals. It is concluded that the application of a policy analysis model facilitates analysis of sequence and timing in the relationship between theory and design in curriculum, and it provides a useful framework for examining the relationship between the content and context of curriculum. (SW)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: ASHE Annual Meeting 1980
Note: Paper presented at the Annual Meeting of the Association for the Study of Higher Education (Washington, DC, March 4-5, 1980). Two pages will not reproduce due to small print.