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18 Cards in this Set
- Front
- Back
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phenomenon that occurs when a policy intended to solve a problem actually makes it worse or even creates an entirely new problem. |
Cobra effect |
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For schoolS to produce positive changes, ________ should be systematic, purposeful, planned and progressive |
Curriculum development |
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Four phases of curriculum development model |
Planning, designing, implementing, evaluation |
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This considers the school's philosophy, vision, mission and goals |
Planning |
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includes the selection and organization of content, activities, assessment procedures and tools, resources and statement of INTENDED LEARNING OUTCOMES |
Designing |
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is putting the designed plan into action. Learning becomes an active process with activities. |
Implementing |
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finds out the progress of learning (formative) and mastery of learning (summative). This phase determines the blocks or support in the implementation. It identifies where improvement can be made. |
Evaluation |
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Father of behavioral objectives and educational evaluation and assessment |
Ralph tyler |
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Grassroots approach, keypoint is teacher participates in curriculum development |
Hilda taba |
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Lasting or existing for a long apparently infinite time |
Perennialism |
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Study of literature, history, philosophy, psychology and more |
Classics and liberal arts |
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Basic, and the most important |
Essentialism |
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3 R's |
Read, write, arithmetic |
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Famous essentialism |
William bagley |
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Equal opportunities for all, contextualized curriculum, and humanistic education |
Progressivism |
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Schools are to solve social problems, present a promising future thru education |
Reconstructionism |
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Chronological development along time |
Historical foundation |
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A science that emphasizes the students'needs |
Curriculum |
