ERIC Number: ED030355
Record Type: Non-Journal
Publication Date: 1968
Reference Count: N/A
Curricular Change: A Model for Analysis.
This interim report on 1 project at the Berkeley Center for Research and Development in Higher Education deals with the construction of a theoretical model of the curricular-instructional subsystem. The relationship between student unrest and the poor quality of education in American colleges has long been evident to educational researchers. The project underway is based on the assumption that since the curricular-instructional process works as a system, we cannot change only 1 element in the system in any substantial way and expect the change to "take." Also, researchers don't understand what these interrelationships are or how they work and have not yet developed a language adequate for research. A new analytic language consisting of 3 structural and 3 implemental elements was thus developed. Each structural element is formally planned by a faculty group and constitutes a set of potentials. Implemental elements are unplanned and consist of sets of conditions under which structural elements are realized. It is necessary to understand that beyond the colleges and universities are hundreds of "supersystems" of which the institution is a part and which affect individuals, groups and activities at the institution. Thus, if reform of the curriculum and the instructional process is to be intelligently sought and have any chance of lasting success, more needs to be known about the workings of the entire System. (JS)
Publication Type: N/A
Education Level: N/A
Authoring Institution: California Univ., Berkeley. Center for Research and Development in Higher Education.