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ED 532 - Educational Objectives - Help or Hindrance

ED 532 - Educational Objectives - Help or Hindrance
by

Leslie Barefoot

on 20 March 2013

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Transcript of ED 532 - Educational Objectives - Help or Hindrance

Before looking into Eisner's 4 key points, determining if educational objectives are a help or hindrance, what do you believe? . Brief history of education objectives - 1918, Bobbit wrote "The Curriculum"
~ looked at curriculum development scientifically and theoretically.

- Then, Bobbit wrote "How to make a Curriculum" and developed 9 skill areas with 160 educational objectives.

- Pendleton (English), Guiler (Arithmetic), & Billings (S.S) also followed with long list of objectives.

- 1930's, time when the idea of extensive education objectives died out.

- 1940's - 1950's: curriculum development picks back up.

- This is when educational objectives become associated with behavioral terms.

- However, Eisner believes "if educational objectives were really useful tools, teachers, I submit, would use them. If they do not, perhaps it is not because there is something wrong with the teachers but because there might be something wrong with the theory". Elliot Eisner Eisner's Arguments... One: Two: Three: Leslie Barefoot
March 20, 2013
ED 532 - Dr. Healy Educational Objectives - Help or Hindrance? Focus of Work Arts Education
Curriculum Studies
Education Evaluation Professor of Art and Education at Stanford University "The dynamic and complex process of instruction yields outcomes far too numerous to be specified in behavioral and content terms in advance." "The constraints various subject matters place on objectives." "Objectives stated in behavioral content terms can be used as criteria by which to measure the outcomes of curriculum and instructions." Four: "Educational objectives need not precede the selection and organization of content." Summed up... ~ We can’t accurately predict educational outcomes.

~ Subject matter has a significant impact on precision in stating objectives.

~ Educational objectives are often assumed to be standards for measurement when in many situations they can only be used as criteria for judgement.

~ Teachers often start with means (‘what am I going to do’) and then relate them to ends (‘what am I going to accomplish’), and this (according to Eisner) is logical. "The disposition to continue to learn throughout life is perhaps one of the most important contributions that schools can make to an individual's development."
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