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There are two parts to this paper. The first is an account of what must be involved in evaluating something from the point of view of a curriculum. "Curriculum evaluation", in this sense of the term, refers to a kind of instrumental evaluation. After examining some of the logical features of various sorts of instrumental evaluation, I argue that evaluating something from the point of view of a curriculum must involve determining whether the thing being evaluated serves well as a programme of activities to the end that someone learn something that is worth learning. The second part of this paper is an attempt to clarify and criticize the accounts of curriculum evaluation given by Robert Stake and Michael Scriven. Stake would have the evaluator evaluate curricula from the point of view of local customs. Scriven, on the other hand, would have him evaluate curricula, on one account, from the point of view of a curriculum and, on a second, from the economic point of view and from the point of view of either educational instruments or simply instruments. Because it is reasonable to suppose that the evaluator should do an on-the-whole evaluation of curricula, both Stake's and Scriven's accounts are criticized for being incomplete. / Education, Faculty of / Graduate

Curriculum critics borrow many of their concepts from traditions of criticism and inquiry outside education, and transform these into approaches to curriculum description and evaluation. Though these judge the significance of curriculum, each approach differs from others. The literature on curriculum criticism has not focussed explicitly on these differences or elucidated the similarities. This thesis investigates some commonalities and differences between two approaches, one developed by Elliot Eisner, and one by William Pinar. Specifically, this study investigates the purpose, form and substance of each approach in terms of their presuppositions, the nature of the data, methodological processes, qualities of the finished critique, and the difficulties with reader acceptance. Two sources for data were used: selected literature and the application of the two approaches to the critiquing of a videotaped learning material. Some of the conclusions reached were: Although both investigate the qualities of a curriculum exchange, one approach emphasizes the connoisseur's voice, one approach emphasizes the personal voice. Although the process in both necessitates the presence of the critic in the curriculum exchange, the record of the experience follows a different direction in each case. Accordingly, the methodology in each approach differs beccause the intent of the critic is different. Furthermore, in one approach, because the reader mediates the disclosures, structural corroboration and referential adequacy are stressed; in the other, because personal discovery validates the disclosures, personal experience and voice are stressed. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

An appealing notion is that the emotions make a significant contribution to a flourishing life. The self-regarding emotions of self-respect, self-esteem, and pride are undeniably things of great value; Aristotle proposed that a justified sense of honor was the crown of the virtues. Many public schools actively incorporate self-esteem initiatives in their curricula in the belief that positive self-evaluations enhance learning and good citizenship. One can maintain without contradiction that the self-regarding emotions with negative properties detract from a happy life. Various attempts have been made to suggest that shame, humiliation, guilt, and remorse are intrinsically bad. Many proponents from within the two leading moral education approaches—the cognitive developmentalists and the traditionalists—subscribe to this view. According to these theorists, the aforementioned emotions are viewed as counter-productive and unmotivational. I examine their positions and find them flawed. This dissertation proposes that moral shame can be conditionally good. To justify this claim requires a plausible account of what an emotion is, the formulation of a clear and precise definition of moral shame, an explication of how shame differs from other emotions of self-assessment, and an argument that shame has moral significance. Following that, the two leading educational theories of moral development will be examined to assess how they value and accommodate the emotions of self-assessment. Interviews are conducted with principals, teachers, students, law enforcement and district court personnel, members of the clergy, and social workers to support the claim that a sense of shame contributes to moral progress. In that this view might be overlooked in many of the current moral education programs, I conclude the study with suggestions for the necessary curriculum reform.

This descriptive study attempted to discover through the perceptions of elementary school teachers and principals whether existing practices for evaluating instruction are intended to help elementary school teachers improve student learning. Specifically, two major research questions guide the study. (1) What are the similarities and differences in perceptions of elementary school principals and teachers regarding the major purposes of teacher evaluation? (2) What changes do elementary school principals and teachers recommend so that teacher evaluation may be more effective in increasing student learning? Two questions are asked of principals and teachers in the Target Schools (TS) to gather in-depth information that complements the data for the above research questions. (TS1) In what ways is teacher evaluation in Target Schools designed to help elementary school teachers improve instruction and increase student learning? (TS2) What are the perceptions of elementary school principals and teachers in Target Schools regarding the current effectiveness of teacher evaluation as a means of improving student learning in their local schools and classrooms? Two populations are utilized for this study. 34 elementary school principals (General Schools) and 5 principals and 42 teachers from five elementary schools (Target Schools) filled out the survey questionnaires. Written documents such as teacher contract and teacher evaluation instruments currently used in schools were also requested from the Target School principals. Principals and teachers listed accountability, teachers' growth as professional, and improvement of curriculum and instruction as the three most important purposes. Only seven principals (20.59%) believed that the purpose of teacher evaluation was to improve student achievement and enhance student learning, a view shared by all teachers and most principals from Target Schools. Principals and teachers considered goal setting, teacher-principal conferences and improvement of curriculum and instruction as the most effective parts in teacher evaluation. Principals would like to spend more time with teachers and teachers would have liked to see their principals more often in their classroom rather than the once a year, fifteen-minute visit to evaluate their annual performance. Peer coaching, as an alternative to formal principal evaluation, was strongly advocated by both teachers and principals. Teachers would like to get more involved in designing and implementing teacher evaluation and to get feedback from more sources. Teacher evaluation can be a powerful means for improving student learning. Through evaluation, teachers will become more effective in reaching and teaching all children of all families.

This study explores the "futurizing" role educators can play, since learning about alternative futures appears essential to the meaningful understanding of individual, societal, and historical development. The purpose of this study is to provide a rationale for introducing futurism into the schools, and more specifically into the secondary school social studies curriculum. The rationale presented in Chapter Four is based on social studies and future studies literature reviewed in Chapters II and III. A conceptual model of a future-oriented secondary social studies course which educators may adapt to specific needs is presented in Chapter V. Three questions provide direction for this study: (1) In what general ways do educators' assumptions and attitudes regarding the future influence what is taught and learned? (2) To what extent do existing secondary school social studies curriculum materials provide students significant opportunities to consider alternative futures? (3) What are some ways the structure, content, and goals of secondary school social studies programs would be affected if futurism were introduced? The rationale for introducing futurism is also constructed from the larger futurist rationale, the futurist critique of contemporary American education, and specific futurist educational prescriptions. Discussions of the controlling assumptions and attitudes accepted by educators and the importance of the future imagining capacity provide additional information from which to devise reasons for introducing futurism into the secondary school social studies curriculum. Several conclusions are derived from this study, including tentative answers to the three posed questions. First, the controlling assumptions and attitudes of educators, especially those of classroom teachers, significantly influence what is taught and learned. Second, available evidence indicates that existing secondary school social studies curriculum materials do not provide students significant opportunities to consider alternative futures. Third, the structure, content, and goals of secondary social studies programs would each be altered in different ways and to varying degrees if futurism were introduced.

Purpose. The purpose of this study was to examine the implementation of the SSP Biology in five provinces of Kenya and its relationship to the examination system. Procedure. Factors affecting the implementation of the SSP Biology course were identified through relevant literature and interviews with Kenyan educational policy makers. Only the SSP Biology course development and its implementation in Kenya since 1965-1980 was examined. The SSP Biology secondary schools were selected utilizing criteria developed by the researcher. The instruments used in collecting data in this study included the following: (1) student questionnaires, (2) teacher questionnaires, (3) interview/questionnaires for educational policy makers and program personnel and (4) personal observations. All the instruments were designed and developed by this researcher. These facets were examined and analyzed: (1) patterns of the SSP Biology course implementation: (i) the teaching method, (ii) objectives, (2) factors affecting the implementation of the course: (i) teacher training, (ii) science equipment, (iii) national examinations and curriculum, and (iv) attitudes towards the SSP Biology course. Findings. The data-collecting instruments revealed several common factors affecting the implementation of the SSP Biology course. First, the positive factors: (1) Congruity between the SSP Biology course objectives and the national exams objectives; (2) High teacher interest in the heuristic teaching method; (3) Generally positive attitudes toward the SSP Biology course. Second, the impediment factors were: (1) Inadequate teacher inservice training in the heuristic method; (2) Inadequate supervision and follow-up of teachers by the Inspectorate; (3) Exams-dominated system pressured teachers to teach to the exams; (4) Inadequate supply of science equipment and curriculum materials; (5) Excessive difficulty of some units and shallowness of other units; (6) Lack of consistent involvement of teachers in the development and revision of the course.

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