Theoretic Dimensions of Curriculum: Reflections from a Micro-perspective
Mots-clés :
curriculum theory, curriculum development, curriculum implementation, curriculum evaluation, teacher participation, Canada Studies Foundation, Project Canada West, educational innovationRésumé
L'auteur est un théoricien en didactique qui s'est associé aux travaux de la Fondation dans le Projet Canada ouest; dans cet article il évoque ses expériences et souligne trois problèmes liés à l'élaboration didactique: (1) le rapport entre la théorie et la pratique; (2) la nécessité de repenser les problèmes associés à la mise à effet des programmes; (3) la nécessité d'avoir de nouveaux modèles d'évaluation des programmes. L'auteur de cette étude largement centrée sur le sous-projet SURT (Study of Urban-Rural Transition) conclut que l'expérience de la Fondation à cette date offre de nouvelles possibilités d'élaboration de principes et de méthodes permettant de rehausser la dimension théorique de l'élaboration didactique qui intéresse tant de spécialistes.
Références
M. Johnson, Jr. Definitions and models in curriculum theory. In Educational Theory, April 17, 1967, pp. 127–140.
T. Aoki. A curriculum and instructional design. In Project Canada West's Kistu' Pewin, 1970; also in B.C. Teachers' Federation brochure, Division of Professional Development (PD 70-153), Vancouver, 1970.
A. B. Hodgetts. What culture? What heritage? Toronto: Ontario Institute for Studies in Education, 1968.
J. J. Schwab. The practical: A language for curriculum. In D. E. Purple & M. Belanger, Curriculum and the Cultural Revolution. Berkeley: McCutchan, 1972.
J. J. Schwab. The practical: Arts of eclectic. School Review, 1971, 79, 493–542.
J. J. Schwab. The practical: Translation into curriculum. School Review, 1973, 81, 501–522.
M. Apple. Scientific interests and the nature of educational institutions. In W. Pinar (Ed.), Curriculum Theorizing: The Reconceptualists. Berkeley: McCutchan, 1975.
J. MacDonald. Curriculum and human interests. In W. Pinar (Ed.), Curriculum Theorizing: The Reconceptualists. Berkeley: McCutchan, 1975.
E. G. Guba & D. L. Clark. The configurational perspective: A new view of educational knowledge production and utilization. AERA Educational Researcher, 1975, 4(4), 6–9.
J. Bernier, E. Duckworth, A. Lecuyer, & N. Sutherland. External Evaluation of the Canada Studies Foundation. Toronto: Canada Studies Foundation, 1975.
R. W. Tyler. Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press, 1950.
Basil J. Favaro. An Ethnographic Approach to Formative Evaluation of the Simulation Game: Transition. Unpublished M.Ed. thesis, University of Alberta, 1974.
T. Aoki & D. Wilson. The Formative Evaluation of Program Products Developed by SURT, Project Canada West. University of Alberta, 1974.
D. C. Wilson. Emic-Evaluative Inquiry: An Approach for Evaluating School Programs. Unpublished doctoral thesis, University of Alberta, 1976.
G. V. Glass. The wisdom of scientific inquiry in education. Journal of Research in Science Teaching, 1972, 9(1), 3–18.
K. L. Pike. Etic and emic standpoints for the description of behavior. In D. C. Hildum (Ed.), Language and Thought. Toronto: D. Van Nostrand, 1967.
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Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International.
La Revue canadienne de l’éducation utilise la licence CC BY-NC-ND de Creative Commons.
