Curriculum Management by Relationships of Guide Statements

Carey, Russell L.
January 1973
Educational Leadership;Jan1973, Vol. 30 Issue 4, p321
The article describes categories of guide statements that provide a mechanism for curriculum management in the United States. The first category of guide statements is the goal, which provides expectations of educational aims causing changes in environments or capabilities of learners. The second is the program objective, which describes the results of educational endeavors in measurable terms applicable for program evaluation. The third is learner objective, which describes educational outcomes at the individual level in measurable. The third is activity, which describes a process to be used in trying to change learner behavior or environmental conditions.


Related Articles

  • Curriculum Management and Instructional Development: A Cooperative Venture. Stansbury, George W.; Huenecke, Dorothy // Educational Leadership;Jan1973, Vol. 30 Issue 4, p318 

    The article examines the relationship between curriculum management and instructional development in the United States. Curriculum management can be an essential part of a total education system. Each segment of the system should work with other parts for maximal effectiveness. The Instructional...

  • What Schools are Doing Developing a Philosophy. Wagner, Guy // Education;Sep1959, Vol. 80 Issue 1, p58 

    This article focuses on the common practice of school systems to prepare a statement of their philosophy of education which, in turn, serves as a guide to more specific programming and curriculum development. This practice is evident as one examines the various curriculum guides produced by...

  • THE EDUCATIONAL FRONTIER THE ANATOMY OF MIND. Walcott, Fred G. // Education;Sep1959, Vol. 80 Issue 1, p62 

    This article discusses one concept in ancient Greek thought that still affects the curriculum in the U.S. This concept refers to the assumed duality of mind and body. Ancient assumptions still persist in such concepts as the intellectual subjects, the so-called disciplines like Latin, history,...

  • Needs Assessment as a Concealing Technology. Griffin, Gary A. // Educational Leadership;Jan1973, Vol. 30 Issue 4, p324 

    The article examines three premises which the mode of determining what a curriculum will be or should be rests upon. First, school is a purposeful institution and its purpose can be stated as the generation of desired changes in students' behavior. Second, desired behaviors can be identified by...

  • FINDING time FOR TEAMS. Johnston, Jef; Knight, Mary; Miller, Laura // Journal of Staff Development;Spring2007, Vol. 28 Issue 2, p14 

    This article discusses how professional learning time could improve student learning. In 2002-2003, district leaders planned and created classroom goals teams to help teachers develop strategies to evaluate student assessments and target their instruction based on the results. The district is...

  • Reflective Action Instructional Design (RAID): A Designer's Aid. Luppicini, Rocci // International Journal of Technology & Design Education;Jan2003, Vol. 13 Issue 1, p75 

    In recent years instructional design (ID) models have been a major focus of debate within the design community. The issue of creativity in ID is one area that has given rise to controversy. In this paper I present a topology of design questions and explore their potential contribution as a tool...

  • A Journey Toward Learner-Centered Curriculum. Emes, Claudia; Cleveland-Innes, Martha // Canadian Journal of Higher Education;2003, Vol. 33 Issue 3, p47 

    In higher education, competing demands for accountability and innovation in the face of globalization, technology, and budget cuts cause us to consider how best to prepare learners who will learn for a lifetime. We contend that a shift in our understanding of curriculum design to accommodate...

  • Ideal integration. Pontius, Richard; Sherman, Helene // Science Scope;Apr2000, Vol. 23 Issue 7, p41 

    The article discusses guidelines to subject integration in education. Making links across curricular areas that may seem unrelated at first puts learning in a new context. Curricula designed and sequenced in a manner that gives students the opportunity to make their own connections make...

  • FOUR FRAMEWORKS FOR VIEWING BLENDED LEARNING CASES. Bunderson, C. Victor // Quarterly Review of Distance Education;Fall2003, Vol. 4 Issue 3, p279 

    Assesses four frameworks for viewing blended learning cases. Discussion on the J-curve of implementation and the concept of design studies; Importance of the theory of Engaged Collaborative Discourse on design studies; Necessity of adapting to different learning orientations of students;...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics