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Curriculum theorizing/curriculum modelling and the Roman Catholic school system : = Development of a theoretical model for curriculum development and/or curriculum improvement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Curriculum theorizing/curriculum modelling and the Roman Catholic school system :/
其他題名:	Development of a theoretical model for curriculum development and/or curriculum improvement.
作者:	Machinski, James Charles.
面頁冊數:	1 online resource (162 pages)
附註:	Source: Dissertations Abstracts International, Volume: 50-08, Section: A.
Contained By:	Dissertations Abstracts International50-08A.
標題:	Curricula. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8825850click for full text (PQDT)
ISBN:	9798206660616

Curriculum theorizing/curriculum modelling and the Roman Catholic school system : = Development of a theoretical model for curriculum development and/or curriculum improvement.
Machinski, James Charles.

Curriculum theorizing/curriculum modelling and the Roman Catholic school system :Development of a theoretical model for curriculum development and/or curriculum improvement. - 1 online resource (162 pages)

Source: Dissertations Abstracts International, Volume: 50-08, Section: A.

Thesis (Ed.D.)--University of Nevada, Las Vegas, 1988.

Includes bibliographical references

Curriculum projects generally take place within a particular school system or district with the express purpose of meeting the needs of the students, community, and schools within that system. The Roman Catholic school system employs methods similar to those used in the public school system insofar as a curriculum theory/model may be adapted to meet its needs. It was the allusions to known curriculum theories/models which did not address the needs of the Roman Catholic school system in dealing with the process of curriculum development/improvement, the lack of comprehensive curriculum theories/models dealing exclusively with the Roman Catholic school system, and the importance of faculty involvement in the process of curriculum development/improvement around which this historical study took shape. The purpose of the research was one of synthesizing known curriculum theories/models which led to the presentation of a new curriculum theory/model stressing the involvement of faculty for particular use in the Roman Catholic school system. The study examined the curriculum theories/models of John Dewey, Ralph Tyler, and Jerome Bruner: (1) in light of their efficacy in addressing the needs of a public school system and the Roman Catholic school system involved in the curriculum development/improvement process; and (2) in light of their ability to provide for the direct involvement of the faculty of a school in the process of curriculum development/improvement. The literature indicated that the Roman Catholic school system was different from the public school system and that the teacher in the Roman Catholic school system was expected to possess the same qualities as those expected to be possessed by a teacher in the public school system as well as additional qualities. The curriculum theories/models of Dewey, Tyler and Bruner possessed certain elements which addressed both the needs of the public school system and the Roman Catholic school system. In regard to values, it was found that the curriculum theory/model of Dewey addressed this issue. Those of Tyler and Bruner did not. The theory/model of Dewey was found to have addressed the question of direct faculty involvement. Those of Tyler and Bruner did not.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798206660616Subjects--Topical Terms:

3422445
Curricula.
Subjects--Index Terms:

CatholicIndex Terms--Genre/Form:

542853
Electronic books.

Curriculum theorizing/curriculum modelling and the Roman Catholic school system : = Development of a theoretical model for curriculum development and/or curriculum improvement.
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520 $a Curriculum projects generally take place within a particular school system or district with the express purpose of meeting the needs of the students, community, and schools within that system. The Roman Catholic school system employs methods similar to those used in the public school system insofar as a curriculum theory/model may be adapted to meet its needs. It was the allusions to known curriculum theories/models which did not address the needs of the Roman Catholic school system in dealing with the process of curriculum development/improvement, the lack of comprehensive curriculum theories/models dealing exclusively with the Roman Catholic school system, and the importance of faculty involvement in the process of curriculum development/improvement around which this historical study took shape. The purpose of the research was one of synthesizing known curriculum theories/models which led to the presentation of a new curriculum theory/model stressing the involvement of faculty for particular use in the Roman Catholic school system. The study examined the curriculum theories/models of John Dewey, Ralph Tyler, and Jerome Bruner: (1) in light of their efficacy in addressing the needs of a public school system and the Roman Catholic school system involved in the curriculum development/improvement process; and (2) in light of their ability to provide for the direct involvement of the faculty of a school in the process of curriculum development/improvement. The literature indicated that the Roman Catholic school system was different from the public school system and that the teacher in the Roman Catholic school system was expected to possess the same qualities as those expected to be possessed by a teacher in the public school system as well as additional qualities. The curriculum theories/models of Dewey, Tyler and Bruner possessed certain elements which addressed both the needs of the public school system and the Roman Catholic school system. In regard to values, it was found that the curriculum theory/model of Dewey addressed this issue. Those of Tyler and Bruner did not. The theory/model of Dewey was found to have addressed the question of direct faculty involvement. Those of Tyler and Bruner did not.
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