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THE TRANSFORMATION OF EXPERIENCE: AN HISTORIC PERSPECTIVE ON THE WORK OF EDGAR DALE.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	THE TRANSFORMATION OF EXPERIENCE: AN HISTORIC PERSPECTIVE ON THE WORK OF EDGAR DALE./
作者:	HOOD-HANCHEY, JANET LEIGH.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1981,
面頁冊數:	277 p.
附註:	Source: Dissertations Abstracts International, Volume: 42-07, Section: A.
Contained By:	Dissertations Abstracts International42-07A.
標題:	Curricula. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8119304
ISBN:	9798662319097

THE TRANSFORMATION OF EXPERIENCE: AN HISTORIC PERSPECTIVE ON THE WORK OF EDGAR DALE.
HOOD-HANCHEY, JANET LEIGH.

THE TRANSFORMATION OF EXPERIENCE: AN HISTORIC PERSPECTIVE ON THE WORK OF EDGAR DALE. - Ann Arbor : ProQuest Dissertations & Theses, 1981 - 277 p.

Source: Dissertations Abstracts International, Volume: 42-07, Section: A.

Thesis (Ph.D.)--The University of Texas at Austin, 1981.

This item must not be sold to any third party vendors.

Edgar Dale's contributions to the field of education are legion. Widely acknowledged as a pre-eminent leader in audiovisual education, he is famous for his Cone of Experience, a major communication model. He has pioneered film study in America and has also contributed significantly to the world of print media, with the widely known Dale-Chall Readability formula. Approaching Edgar Dale's career as a series of accomplishments in single subjects, however, conveys neither the enormity of his work nor the times and intellectual contexts from which his work has proceeded. Approaching Dale as a significant figure in curriculum history, however, allows a more unified view of his career. While writing by Dale has been abundant, interpretations of his work have remained scarce. This study attempted to fill an existing void in the history of curriculum. It attempted to approach Edgar Dale's career in a unified manner, at the generic level of his curricular ideas. The study identified five major ideas which extend throughout the whole of Dale's work: a systematic view of the nature and importance of experience, a commitment to humane, pupil-centered learning, a belief in the organic relationship between the school and the community, a belief in the curricular implications of audiovisual instruction, and a consistent, optimistic belief in the international implications of ausiovisual instruction. Drawing from a variety of unpublished sources, the study traced the development of these ideas over time, from Dale's formative years, through his early years at The Ohio State University and through his emergence as an international figure. In analyzing each period of development, the study suggested sources of the ideas, placing both the ideas and the sources of the ideas into the context of their times. Pursuing this task, the study revealed as much about an era as about a man. In doing so, it further offered a pattern for approaching not only Dale's career, but also other careers within the history of curriculum.

ISBN: 9798662319097Subjects--Topical Terms:

3422445
Curricula.

THE TRANSFORMATION OF EXPERIENCE: AN HISTORIC PERSPECTIVE ON THE WORK OF EDGAR DALE.
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500 $a Source: Dissertations Abstracts International, Volume: 42-07, Section: A.
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506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Edgar Dale's contributions to the field of education are legion. Widely acknowledged as a pre-eminent leader in audiovisual education, he is famous for his Cone of Experience, a major communication model. He has pioneered film study in America and has also contributed significantly to the world of print media, with the widely known Dale-Chall Readability formula. Approaching Edgar Dale's career as a series of accomplishments in single subjects, however, conveys neither the enormity of his work nor the times and intellectual contexts from which his work has proceeded. Approaching Dale as a significant figure in curriculum history, however, allows a more unified view of his career. While writing by Dale has been abundant, interpretations of his work have remained scarce. This study attempted to fill an existing void in the history of curriculum. It attempted to approach Edgar Dale's career in a unified manner, at the generic level of his curricular ideas. The study identified five major ideas which extend throughout the whole of Dale's work: a systematic view of the nature and importance of experience, a commitment to humane, pupil-centered learning, a belief in the organic relationship between the school and the community, a belief in the curricular implications of audiovisual instruction, and a consistent, optimistic belief in the international implications of ausiovisual instruction. Drawing from a variety of unpublished sources, the study traced the development of these ideas over time, from Dale's formative years, through his early years at The Ohio State University and through his emergence as an international figure. In analyzing each period of development, the study suggested sources of the ideas, placing both the ideas and the sources of the ideas into the context of their times. Pursuing this task, the study revealed as much about an era as about a man. In doing so, it further offered a pattern for approaching not only Dale's career, but also other careers within the history of curriculum.
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