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ERIC Number: ED183739
Record Type: Non-Journal
Publication Date: 1979-Jun
Pages: 70
Abstractor: N/A
Reference Count: N/A
Practical Approaches to Curriculum Development. A Management Handbook. Project HIRE: A Curriculum Management System for Instructing the Handicapped. Final Report, Volume 2.
Gardner, David C.; Beatty, Grace Joely
Within the context of the major objectives of developing, field testing, and refining the curriculum materials described in volume 1 of this final report (CE 024 117), Volume 2 describes and critiques the management system used by Project HIRE in that development process. (See Note for availability of curriculum materials.) Chapter 1 introduces the standards/strategies paradigm (management model), based on a product development orientation philosophy. Figures outline the nine standards and strategies leading to the development of a product, service, or other outcome. Each of the other four chapters is concerned with one or more of these standards/strategies. The general format for each chapter is (1) introduction, and background, (2) procedures, (3) research methods (if appropriate), and (4) evaluation and discussion. Chapter 2 is concerned with teacher motivation and administrator involvement. Emphasis is on the conducting and results of a pilot study to determine the relationship between incentives and teacher participation and change orientation. The teacher opinion survey and change orientation scale are provided. Chapter 3 discusses material design based on learning theory and research findings. The two standards/strategies considered in chapter 4 are content selection and validation. Survey instruments to determine terminology usage and employer perception of job-entry relatedness are given. Chapter 5 focuses on an interdisciplinary curriculum development approach and university management and coordination. (YLB)
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Boston Univ., MA. School of Education.