ERIC Number: ED051045
Record Type: RIE
Publication Date: 1971
Reference Count: 0
Curriculum Articulation Between the College of Liberal Arts and the Secondary School. A National Survey. Second Interim Report.
Blanchard, B. Everard
This study is concerned with the relative amount of overlap or duplication existing between the first two years of the liberal arts college and the last two years of secondary school in the areas of English, science, social studies, and mathematics. Financial problems and other valid areas for concern are also explored: 1) How valid may repetition be? 2) Who decides what content to repeat? 3) What is the purpose of duplication at college level? 4) Are instructors aware of curriculum content across levels? The general plan was twofold: 1) to enable 665 high school teachers of grades 11 and 12 to examine sample outlines of courses taught during the first two years of college; and, 2) to enable 400 college instructors to review high school level subjects in these four areas as taught in grades 11 and 12. In response, high school teachers felt that almost one-third of content of all four areas of the college curriculum seems to be nothing more than high school courses rearranged and offered under a new name. The data from the college instructors are somewhat similar relative to the subject matter, both groups ranking in this order: highest duplication in social science, followed by English, science, mathematics. A chi-square of evaluators some two months after they completed initial ratings reveals their judgments can be considered statistically significant. Tables and graphs are included, and various recommendations are made to promote better coordination and articulation. (Author/JSB)
Descriptors: College Faculty, College School Cooperation, Course Content, Curriculum Development, Curriculum Evaluation, Curriculum Research, English Curriculum, Higher Education, Institutional Cooperation, Liberal Arts, Mathematics Curriculum, National Surveys, Research Methodology, Science Curriculum, Secondary Education, Secondary School Teachers, Social Sciences, Teacher Attitudes
Publication Type: N/A
Education Level: N/A
Authoring Institution: De Paul Univ., Chicago, IL. School of Education.