Group+One+-+Psychology+of+Curriculum,+Instruction,+and+Teacher+Education

=  Psychology of Curriculum, Instruction, and Teacher Education = = =

Dr. Ralph W. Tyler
(1952)

=
“Teaching, is not just a job. It is a human service, and it must be thought of as a mission.” -Dr. R.T.=====

===Tyler's method involves scientific observation, by teachers and //curricularists//, to determine whether student behavior bears out the hypotheses of predicted outcomes. If not, teachers would modify curriculum to achieve desired outcomes. Students, however, would have little control over their own learning. Tyler stated that he was trying to combat the prevalence of memorization by constructing tests based on the objectives or goals of the course rather than on content knowledge.=== ===Some critics of Tyler's approach find it too mechanistically oriented towards curriculum, not learner-centered enough. Tyler did, however, aspire to promote learning imbued with meaning on a personal and social level.=== ===He is often now lumped with the behaviorists, since he apparently emphasized behaviors, and his principles are classified as the "product" approach, as opposed to the "process" approach. Process emphasizes empirical learning, while product is less active, fulfilling others' behavioral objectives (teachers? educational psychologists?..) I like that Tyler's four principles of curriculum development and assessment are questions. This shows his understanding of the active "process," yet it seems he stopped short in terms of extending this process to student learning; he seemed to have struggled with the question of a rigid curriculum and the degree to which students ought to control their own learning.===
 * prominent figure in curriculum development whose principles formed the accepted approach from the 1950s-1970s
 * developed concepts of "evaluation" and "assessment"
 * Published "Basic Principles of Curriculum and Instruction" in 1949 based on "Eight Year Study" (1933-1941) to evaluate and revise high school curricula
 * Created Four Principles, the //Tyler Rationale//, an approach to curricular design and evaluation:
 * ====1. What educational purposes should the school seek to attain? (Defining appropriate learning objectives.)====
 * ====2. How can learning experiences be selected which are likely to be useful in attaining these objectives? (Introducing useful learning experiences.)====
 * ====3. How can learning experiences be organized for effective instruction? (Organizing experiences to maximize their effect.)====
 * ====4. How can the effectiveness of learning experiences be evaluated? (Evaluating the process and revising the areas that were not effective.)====


 Carl Rogers worked with Tyler briefly on the [|8-Year Study]. cr

John Goodlad


" the function of schools today appears to be more to sort the young for their place in society than to educate them for productive, responsible,satisfying participation in it" John Goodlad   "And we, the people, appear to understand that the linchpin of this aprrenticeship (in democracy) is a qualified, caring, competent teacher in every classroom" John Goodlad    (Born British Columbia 1920) Educational researcher, theorist, and reformist

John Goodlad's best known work is entitled "A Place Called School", the revolutionary account of the largest on-scene study of U.S. schools ever conducted.  John Goodlad is president of the Institute for Educational Inquiry in Seattle. He has held professorships at Emory University, the University of Chicago, UCLA (where he served as dean of the Graduate School of Education from 1967-1983), and the University of Washington.

He has authored, co-authored, or edited over three dozen books, has written chapters and papers for more than one hundred other books and yearbooks, and has had more than two hundred articles published in professional journals and encyclopedias. Many people credit Dr. Goodlad's book **//A Place Called School//** (which received the Outstanding Book of the Year Award from AERA and the Distinguished Book of the Year award from Kappa Delta Pi) with launching the first national dialogue and research efforts on school improvement.  Brief Observations: 1. The classroom is generally organized as a group that the teacher treats as a whole. This pattern seems to arise from the need to maintain "orderly relationships” among twenty to thirty people in a small space. Socialization into this pattern is “rather thoroughly achieved” by the end of the primary grades. 2. “Enthusiasm and joy and anger are kept under control.” As a result, the general emotional tone is “flat” or “neutral.” 3. Most students work involves “listening to teachers, writing answers to questions, and taking tests and quizzes.” Students rarely learn from one another. Little use is made of audiovisual equipment, quest lecturers, or field trips. Except in physical education, vocational education, and the arts, there is little “hands-on activity.” Textbooks and workbooks generally constitute the “media of instruction.” 4. These patterns become increasingly rigid and predominant as students proceed through the grades. 5. Instruction seldom goes beyond “mere possession of information.” Little effort is made to arouse students’ curiosity or to emphasize rational thinking. (Ornstein and Levine, 1997, p. 287-288).

Goodlad was Tyler's graduate assistant for some time of his doctoral study. cr

<span style="font-size: 13pt; font-family: 'Times New Roman',Times,serif; color: rgb(32, 32, 32); text-align: center; display: block;">'We can whenever and wherever we choose, successfully teach all children... we already know more than we need to know in order to do that.' Ron Edmonds Educator <span style="font-size: 13pt; font-family: Arial; color: rgb(32, 32, 32);"> **Contributions and Inspirations**
 * Ron Edmonds was the Director of the Center for Urban Studies at Harvard University. An inspiration to developing the correlates of effective schools was his revolt against James Coleman’s belief that success in schools was directly related to a student’s family background, mostly related to income.
 * Edmonds began his research in New York City then studied schools with an impoverished community nationwide.
 * Edmonds and other colleagues like Larry Lezote studied schools where students from low income families were successful. He wanted to prove that public schooling can make a difference, regardless of family background. He found that some schools made a difference and others did not. He wanted to find out what the commonalities were between the successful schools.
 * His research exploded into a reform movement that [|continues today].
 * Edmonds found correlates between the successful schools. The schools where students were highly successful all possessed the following factors.


 * Correlates for Effective Schools**
 * 1) 1) All staff adheres to a clear mission and views on instruction and student assessment.
 * 2) 2) Teachers believe that all students can master the essential skills of content
 * 3) 3) The principal of the school acts as the instructional leader and communicates his or her mission with teachers, students, and parents.
 * 4) 4) Student assessment is varied and is measured often. Assessment is used to improve existing curriculum.
 * 5) 5) A large percentage of classroom time is dedicated to instruction and directed, teacher planned activities.
 * 6) 6) The school is a physically and emotionally safe place to learn and the school has an orderly manner in which it operates.
 * 7) 7) Parents support the mission of the school and are given roles to make that mission come to life.<span style="color: rgb(128, 0, 128); font-family: Arial; font-size: 10px; line-height: 14px;">

<span style="font-size: 9.5px; font-weight: normal; line-height: 29px; font-family: Arial,Helvetica,sans-serif; text-align: left; display: block;"><span style="color: rgb(128, 0, 128); line-height: 14px;">__http://www.leading-learning.co.nz/famous-quotes.html__ []

<span style="font-family: 'Arial Black',Gadget,sans-serif; font-size: 110%; color: rgb(0, 0, 255); text-align: center; display: block;">David Berliner
"In addition to understanding, prediction, and control, the goal of educational psychology is to influence practice." "It is concluded that high-quality teacher education programs are profoundly challenging, indispensable, inaugural components in the development of accomplished performance by teachers." "...classroom teaching is too complex a job to be learned very rapidly."

In a career spanning nealry fifty years, Berliner has been a leader in the field of educational psychology. Berliner has contributed an astonishing amount of literature to the field and has received numerous awards for his continued devotion to educational psychology. Berliner is perhaps best known for his co-authorship of __The Manufactured Crisis__ and of __Putting Research to Work.__ He is also the co-author of six editions of the textbook __Educational Psychology.__

Berliner does not agree with the common belief that American schools are failing their students. In a number of his articles, he dissects the raw data on achievement tests and refutes the critics claims that America is lagging behind much of the rest of the world.

Without going too far over the half hour time limit on this assignment this is what I was able to come up with. Although it does not seem like much, valuable information can be gleaned from the quotes at the top.

1) Big ideas- Teaching teachers to teach and run schools observations that lead to new understanding and effective change in shcools Set standards for curriculum and how curriculum should be conceived (assessment is part of this)- teaching is our mission and there has to be a curriculum Something is broken and we need to fix it- need schools to change to work well 2) Tyler- curriculum outcome is the tool to lead behavior in the classroom Goodlad- behavior is more engaged by adding democracy in the classroom

3) Standardized testing sets a population up for failure- mainstream interpretation of data is invalid- we are not failing our students Set up approaches for the success of curriculum and schools (7 principals and the Tyler rational)

5) Control in the classroom=lack of emotion in classroom= no neuronal networks being set up with lack of emotion or connecting it to students at all Refute that US schools are failing students- they are not.

6) Berliner- being literate changes throughout population- don't read and take tests every day could be false because they don't do it every day (example) Goodlad- clinical study and opened a lot of people's eyes- ton of reformation- progressive- relates best to content of this class.