Innovation in curriculum: An overview
dc.contributor.author | Fox, Robert S. | en_US |
dc.date.accessioned | 2006-09-08T20:53:16Z | |
dc.date.available | 2006-09-08T20:53:16Z | |
dc.date.issued | 1972-06 | en_US |
dc.identifier.citation | Fox, Robert S.; (1972). "Innovation in curriculum: An overview." Interchange 3 (2-3): 131-143. <http://hdl.handle.net/2027.42/42937> | en_US |
dc.identifier.issn | 0826-4805 | en_US |
dc.identifier.issn | 1573-1790 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/42937 | |
dc.description.abstract | Innovation in curriculum is gaining its thrust from a new set of value priorities—humanism, concern for racial and socioeconomic minorities, support of pluralism and diversity, increased interest in affective development, education for the very young, and legitimization of the search for value. These priorities are coupled with new understandings of how learning takes place, which cast the learner in an active, responsible, self-actualizing role and, at the same time, support the development of precise, highly organized sets of learning materials designed to achieve clearly defined objectives as efficiently as possible. Implications of these factors are examined in relation to curriculum design, instructional materials, professional roles, and the need for in-service education. L'innovation des programmes d'étude est activée par une nouvelle échelle de priorités des valeurs: esprit d'humanisme, intérêt manifesté à l'égard des minorités raciales et socio-économiques, appui accordé au pluralisme et à la diversité, intérêt accru envers le développement affectif, éducation des très jeunes, et légitimisation de la recherche des valeurs. Ces priorités vont de pair avec de nouvelles connaissances sur le processus d'acquisition du savoir, connaissances qui lancent l'élève dans un rôle actif et responsable dans son épanouissement personnel et qui, en même temps, contribuent à la mise au point d'une série de textes éducatifs précis et hautement organisés conçus en vue de la poursuite, d'une manière aussi efficace que possible, de certains objectifs clairement définis. L'auteur étudie les répercussions provoquées par ces facteurs sur la conception des programmes, les textes d'étude, les rôles professionnels et la nécessité d'une éducation en cours d'exercice. | en_US |
dc.format.extent | 1120732 bytes | |
dc.format.extent | 3115 bytes | |
dc.format.mimetype | application/pdf | |
dc.format.mimetype | text/plain | |
dc.language.iso | en_US | |
dc.publisher | Kluwer Academic Publishers; The Ontario Institute for Studies in Education ; Springer Science+Business Media | en_US |
dc.subject.other | Education | en_US |
dc.subject.other | Philosophy of Education | en_US |
dc.subject.other | Education (General) | en_US |
dc.title | Innovation in curriculum: An overview | en_US |
dc.type | Article | en_US |
dc.subject.hlbsecondlevel | American and Canadian Studies | en_US |
dc.subject.hlbsecondlevel | Education | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.subject.hlbtoplevel | Humanities | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | University of Michigan, USA | en_US |
dc.contributor.affiliationumcampus | Ann Arbor | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/42937/1/10780_2005_Article_BF02137640.pdf | en_US |
dc.identifier.doi | http://dx.doi.org/10.1007/BF02137640 | en_US |
dc.identifier.source | Interchange | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
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