ERIC Number: ED207971
Record Type: RIE
Publication Date: 1981-Jul
Reference Count: 0
Problems of Equity in Developmental Approaches.
Floden, Robert E.; Feiman, Sharon
The adoption of developmental approaches could reinforce or aggravate certain inequities in schools. Three developmental practices embody potentially harmful inclinations: (1) the tendency to adopt the end state of a developmental theory (such as Kohlberg's) as an educational goal, thereby imposing a restrictive model of learning on culturally diverse students; (2) a too literal commitment to readiness as a basis for deciding when to teach certain topics, denying some students opportunities that are given to others who are deemed more advanced; and (3) an overemphasis on student choice and self-directed learning, with the consequent abnegation of teacher responsibility for student learning. Prospective teachers who are taught to use the developmental approaches may uncritically apply them in situations where students' cultural background, race, or sex should suggest independent planning and decision-making. Advocates of the developmental approach have the responsibility to warn teachers and teacher educators of the pitfalls in applying developmental theories. (FG)
Descriptors: Bias, Developmental Stages, Educational Diagnosis, Educational Objectives, Equal Education, Higher Education, Independent Study, Learning Readiness, Learning Theories, Teacher Education, Teaching Methods
Institute for Research on Teaching, College of Education, Michigan State University, 252 Erickson Hall, East Lansing, MI 48824 ($2.50).
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.