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ERIC Number: ED346555
Record Type: Non-Journal
Publication Date: 1992-Apr
Pages: 40
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Outcomes Based Education Re-Examined: From Structural Functionalism to Poststructuralism.
Capper, Colleen A.; Jamison, Michael T.
Outcomes Based Education (OBE) is viewed as a drastic break from current educational practices and a means of providing educational success for all students. OBE is also advocated as a practice that lead to educational inequity. This paper reexamines OBE from a multiparadigm perspective of organizations and educational administration. OBE is based on objectives tied to learner outcomes, core and extended curriculum, mastery learning, accountability via information management systems, and criterion-referenced assessments. The multiparadigm approach is comprised of the structural-functional, interpretivist, critical, and poststructural theories. The examination reveals that although facets of outcome based practice are empowering to students and teachers, much of the system continues to be lodged in a framework that aims toward structure and control. A conclusion is that an uneasy partnership can exist between critical and poststructural theory, in which critical theory provides the emancipatory direction and poststructuralism offers the tools to avoid creating a new power elite. (22 references) (LMI)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A