This article presents the implementation of the constructive alignment theory (CAT) in a power system analysis course through a consensus-based course design process. The consensus-based design process involves both the instructor and graduate-level students and it aims to develop the CAT framework in a holistic manner with the goal of including…

This article compares Polish and Canadian primary and secondary education in terms of systems, curriculum, governance and teacher education. It is motivated by the recent changes in Polish schooling. The theoretical framework for the work is supplied by the general notion of the school as an organization and social institution. Citizenship…

Establishing a basis by (1) defining "system" and "systems analysis" and (2) showing how they can apply to curriculum design and evaluation, the author presents a five-step process, utilizing those concepts, for designing an industrial arts subsystem. (AG)

Social studies education has been endangered for a long time, with no aspect more threatened than the elementary program. This situation is problematic in itself, but its effects on the total social studies program are also pernicious. In this article, the author discusses the problems and challenges in social education, particularly in elementary…

This article describes a comprehensive system analysis in which students evaluated their educational experience on such dimensions as faculty-student communications and decision making, psychological closeness, freedom to express deviant views, sexual and racial bias, and the degree to which the program climate encouraged them to be active rather…

This paper briefly explains the model used by the Eastern Regional Institute for Education in the selection and augmentation of process-promoting curricula. A schematic representation of the model provides a general view of the procedures involved and their sequence within the model. The model is then analyzed by examining each particular stage…

The document describes a conceptual curriculum model for designing original geographical curriculum materials. The model emanated from a series of research projects at the Geographical Institute's Department of Geography for Education at the Rijksuniversiteit of Utrecht, the Netherlands. The objective of the research was to gain insight into the…

A systematic methodology is proposed for the evaluation of curriculum. Four domains are identified, including the evaluation of: (1) curriculum planning; (2) curriculum development; (3) curriculum implementation; and (4) curriculum effects. Evaluating curriculum planning must include determining the legality of the curriculum and must consider the…

This manual is for the training of linking agents between Education R&D and schools and for training teachers in the process of intrinsic analysis of curriculum materials. Intrinsic analysis means analysis of the instruction or process through examination of the materials, or artifacts, including teacher and student materials, developer's…

Models for planned changes in schools are presented in this document and are aimed at increasing student achievement and satisfaction. Following a brief introduction which highlights a challenge for effective change and some suggested procedures for implementing the models, each model is presented in detail. The four models are: (1) The School…

The rationale for developing this model is based on the idea that the Office of Education sponsored curriculum projects will in the near future produce a considerable number of choices for school districts across the nation. The model is meant to be used to analyze K-12 social studies curricula. It contains questions in four areas: 1) curricular…

Describes the Instructional Systems Design (ISD) model used to design training to fit skills required on the job. Most vocational educators will recognize the components of this model which the Air Force implements on a vast scale and regular basis. They should be interested, too, in some of the resulting materials it makes available to civilian…

This report brings together ideas and information about evaluation that until recently were available only to academic theorists. The four substantive chapters that follow the introduction contain (1) a general review of the "state of the art" of evaluation theory and methodology, (2) an examination of an approach to evaluation that focuses on…