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ERIC Number: ED138549
Record Type: RIE
Publication Date: 1977-Apr
Pages: 23
Abstractor: N/A
Reference Count: 0
Feedback as the Crucial Variable in Conventional Instruction.
Wilkof, Neil J.
This paper presents a theoretical inquiry into the potential utility of a curricular view of instruction via the heuristic vehicle of the "curriculum-in-use." It is proposed that instruction must always imply a teacher, students to be taught, a curricular subject matter to be transmitted, and an evaluative mechanism. In addition, all instruction implies a classroom, which is bounded by space, and afforded a finite amount of working time. The particular utilization of these resources constitutes the instructional work performed within a given classroom and provides the means by which the classroom as a workplace can be understood. A study of how curricular work gets done ultimately rests on how the transmission of the subject matter is managed with the instructional resources at hand. Curriculum matter is explained to be textbooks, teacher guides, and supporting materials; curriculum matter is limited by its form and content and, in a sense, is inert. Evaluative mechanisms are inert also. However, because evaluative mechanisms are the basis for obtaining feedback on the efficacy of the teacher's transmission, tests allow us to perceive a dynamic image of the subject matter to be transmitted against the reflective effectiveness of the teacher's transmission. This dynamic image is the "curriculum in-use." (MM)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Best copy available