Conceptual Structure for Research on Curriculum Implementation.

Autor/inn/en	Parsons, Theodore W.; Tenenberg, Morton S.
Institution	American Anthropological Association, Washington, DC.
Titel	Conceptual Structure for Research on Curriculum Implementation.
Quelle	(1970), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Affective Behavior; Anthropology; Behavioral Objectives; Classroom Observation Techniques; Classroom Research; Cognitive Processes; Cultural Influences; Curriculum Development; Curriculum Evaluation; Interaction Process Analysis; Intervention; Learning Processes; Models; Psychoeducational Methods; Social Environment; Social Studies + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Anthropologie; Cognitive process; Kognitiver Prozess; Cultural influence; Kultureinfluss; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Prozessanalyse; Learning process; Lernprozess; Analogiemodell; Soziales Umfeld; Gemeinschaftskunde
Abstract	The Anthropology Curriculum Study Project (ACSP) has developed a research model which is to be used to provide data for effective implementation of the ACSP course, "Patterns in Human History". The common "means-ends" model for research, which relies on one-way effects, is described and rejected in favor of an interactive, "transactional" model. The introduction of new curricula is construed as a process of intervention, altering the teacher's cognitive map and thereby his patterns of teaching, and learning behavior. This research strategy is discussed as an attempt to identify and map the expressive behaviors of teachers and students as they interact in the classroom; to analyze these persistant patterns in terms of data about the psycho-cultural orientations of individuals; and, to relate these orientations to the school as a social system. The data included are: perception of self, perceptions of others, personality structure, and perceptions of process. Responses to external intervention are understood through the analysis of the interrelationship of these variables. This model is to be used also in assessing the curriculum materials, various teaching styles, and patterns of learning behavior (cognitive processes) in terms of the course behavioral objectives. The components of the ACSP Research Program are enumerated. (SBE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC