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ERIC Number: ED204268
Record Type: RIE
Publication Date: 1981-Apr
Pages: 26
Abstractor: N/A
Translating Innovative Doctrines Into Practice: Appreciating the Classroom Context.
Olson, John K.
Curriculum guides can have a positive effect only if they acknowledge the intentions of teachers and the context in which the curriculum will be taught. Those who write guidelines should be aware of four central questions, all of which address the communications gap between outsiders and practitioners: (1) What does it mean to say that a written guide can guide practice? Just as a travel guide decribes the surroundings, the new meaning and directions for an action should be detailed; (2) How can effective guides be written? An example of a well-intentioned but unsuccessful curriculum guide shows the uselessness of exhortation, and reveals the need for concerned background research; (3) How is the guide writer understood? The terminology and inference of words and phrases must be clear and within the context of the beliefs of the intended audience; and (4) How can we appreciate the classroom context? An approach called "constructive alternativism" can help outsiders learn the substance of classroom life and can foster a language capable of allowing communication between those inside and outside the school. (FG)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April, 1981).