An "investigative method" can be used by the English education specialist to determine both content of a curriculum and the organization and instruction of courses. Assuming that the purpose of teaching is to produce desired changes within learners, the method of the English teacher is to (1) decide the content of a new course which will develop…

Designing an English program to close the startling discrepancy between high educational aims and current teaching practices requires a delineation of learning objectives. A rationale that would achieve a clarification of goals should be based on a sound theory of the learning process and be guided by the writings of such educational philosophers…

This two-part article addresses itself to philosophical and instructional guidelines. Part I is entitled "Relationships of High School Philosophy and Objectives to Curriculum and Instruction in the Education Process" and Part II, "A Rating Instrument Designed to Improve School Evaluation and the Resulting Instructional Program." (CK)

This document is a general introduction to the nature, purposes, and potential uses of a critique series that deals with the development and evaluation of course goals in six subject matter areas for grades K-12. The series provides an initial pool of course-level goals that are expected to be of considerable value in assisting educators with goal…

This compilation is intended to provide a comprehensive collection of nonprescriptive learning outcome statements for second language instruction. Included are statements of what students can know and can do in the major content areas of second language learning, and in the areas in which second language relates to values education, basic…

This training course module on curriculum development is divided into five units: (1) basic curriculum questions; (2) formulation of educational objectives; (3) translating national goals into educational programs; (4) determination of learning needs; and (5) the organization of areas of knowledge in the curriculum. For each unit the learning…

Negative influences on teaching practices and objectives in modern language programs, caused by certain final examination practices in Sweden, are pointed out and criticized in this paper. The needs of the Swedish student of languages are determined to be related to the use of language primarily as a means of everyday communication. The…

Data on elementary social studies education in Rhode Island public schools in 1979 are analyzed. Of the 62 schools randomly selected for the study, 265 elementary teachers completed a 63-item social studies questionnaire. The questionnaire asked teachers to identify the curriculum design method they employed; indicate the types of curriculum…

This guide was developed to assist schools in the process of self-evaluation of their foreign language programs in grades seven through twelve. The principal focus is on the teaching and learning process, with an emphasis on the quality of the curriculum, the training, experience and effectiveness of the instructional staff, the quality of the…

The Comprehensive Achievement Monitoring (CAM) model for project evaluation is compared with the usual classroom testing and pretest-posttest approaches. All three techniques are described and then examined in detail with respect to their advantages and limitations. The resources of project CAM in the areas of urban education and computer software…

In 1997, Coconino Community College (CCC) assessed its general education curriculum according to faculty curriculum preference and the dictate of the General Education course outlines. CCC first clarified the General Education Values Statement and the criteria for its general education courses and core curriculum. Data that defined general…

This document, the third volume of the summative evaluation of "Man: A Course of Study" (MACOS), describes and evaluates the interviews which were conducted with MACOS students and teachers during the 1974-75 school year. Project staff members conducted and tape recorded 20-minute interviews with teachers and small groups of students…

Proceedings of a 1980 workshop in Queensland, Australia, on evaluation in distance teaching are presented. Two focal areas were the assessment of students and evaluation of programs and courses. In addition to keynote and workshop papers, a variety of evaluation forms are presented. Among the papers and authors are: "The Setting of Tertiary…

An informal guide to the self-evaluation of school and college foreign language programs is presented. Its purpose is to suggest guidelines to departments that have not yet developed their own full evaluative procedures. Questions relate to: (1) philosophy and goals; (2) curriculum, methods, materials, and facilities; (3) faculty training and…