Emerging Patterns in General Education Curricula.

Autor/in	Chance, Jerry M.
Titel	Emerging Patterns in General Education Curricula.
Quelle	(1980), (15 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Career Education; College Curriculum; Competency Based Education; Curriculum Development; Experiential Learning; General Education; Higher Education; Interdisciplinary Approach; Models; Relevance (Education); Student Centered Curriculum; Values + Suchen Sie Ihr Suchwort? Arbeitslehre; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Experiental learning; Erfahrungsorientiertes Lernen; Allgemein bildendes Schulwesen; Allgemeinbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Analogiemodell; Relevance; Relevanz; Wertbegriff
Abstract	An overview of the general education programs in higher education is presented and six curricular patterns are discussed. The distribution model requires students to generalize their fields of knowledge to some extent and acquaints students with various modes of discourse. Integrative models aim to draw upon the knowledqe and methodological approaches of several disciplines in dealing with a common problem, theme, or period. Values models are based on the notion that value clarification and formation are necessary for holistic living and responsible career pursuits. Student-based models focus on practices such as independent study, small group meetings, peer-group teaching and experiential learning. Competency-based models place emphasis on educational outcomes rather than the experiences that comprise curriculum. The career focus model combines work with study toward a goal of career development. Examples of each are cited, and it is noted that each reflects the mission, student body, and needs of the institution. (PHR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01