Application of a Curriculum Hierarchy Evaluation (CHE) Model to Sequentially Arranged Tasks.

Autor/in	O'Malley, J. Michael
Institution	Hawaii Univ., Honolulu. Div. of Special Education.
Titel	Application of a Curriculum Hierarchy Evaluation (CHE) Model to Sequentially Arranged Tasks.
Quelle	(1971), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Ability Identification; Academic Aptitude; Concept Formation; Curriculum Evaluation; Developmental Tasks; Disadvantaged Youth; Early Childhood Education; Learning Theories; Models; Preschool Children; Preschool Curriculum; Sequential Learning; Skill Analysis; Task Performance; Transfer of Training; Visual Stimuli + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Entwicklungsaufgabe; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Learning theory; Lerntheorie; Analogiemodell; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Didaktische Sequenzierung; Lernsequenz; Training; Transfer; Ausbildung
Abstract	A curriculum hierarchy evaluation (CHE) model was developed by combining a transfer paradigm with an aptitude-treatment-task interaction (ATTI) paradigm. Positive transfer was predicted between sequentially arranged tasks, and a programed or nonprogramed treatment was predicted to interact with aptitude and with tasks. Eighteen four and five year-old urban disadvantaged boys and girls from a Head Start class in Honolulu, randomly assigned to one of three groups, were administered multiple discrimination and concept tasks under sequences which would reveal predicted transfer and interaction effects. The CHE model successfully identified transfer on the curriculum hierarchy from the multiple discrimination to the concept task, and appeared to serve as an empirical check upon a task analysis of the concept task. A programed sequence was superior to a non-programed sequence irrespective of aptitude or task. The most severe restriction of the model is that it is limited in application to only two tasks in a linear hierarchy. It is suggested that the model be extended to include different tasks and aptitudes. (Author/LR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01