The purpose of this study was to develop a practical methodology of program evaluation from considerations of what the evaluative act required on logical grounds. The methodology developed was based on P.W. Taylor's (1961) analytical treatment of evaluation and M. Scriven's extensive writings on the subject. The study involved two broad phases. The first phase was a discussion of Taylor's and Scriven's thoughts on evaluation showing where they are compatible and overlap. The second phase showed how the ideas developed in the first phase were operationalized and adapted to the evaluation of a teacher training program at the University of British Columbia. A general conclusion of this study was that Taylor's analysis of the method and product of evaluation provided a suitable framework for the evaluation of an educational program. More specifically when Taylor's analysis was combined with Scriven's extensive work, a feasible model of evaluation resulted which readily produced a defensible, overall estimation of worth for an educational product. Although the methodology of evaluation developed in this study was only applied to a teacher training program, it could easily be extended to the evaluation of other educational programs or products. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The social studies, in some form, has had a significant part in the curricula of our schools almost from the beginning of public education. Today, the social studies is conceived as having certain primary functions in relation to the total school program. The social studies affords social experiences, both direct and vicarious, for children. Through the acquisition of these social experiences it is hoped that the participant will learn skills, techniques, and procedures that can be applied to subsequent situations. The study skills of reading and writing are important outcomes of social studies instruction but they should be the foundations for the more valuable skills necessary for carrying on human relations. / Typescript. / "May, 1954." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Mildred E. Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 91-95).

Music has been a constituent of the public school curriculum in Pinellas County for a period of many years. The success of the program is clearly showy in terms of the place it has achieved in the community. Church choirs, symphony orchestras, and music recreation programs are being maintained. Secondary school students have shown a continuing interest in music throughout college and many have elected it as a career or vocation. However, the county school administration and teaching staff are not confident tha.t these evidences of' the effectiveness of their program are complete proof that it is an adequate one. The Supervisor of Music and the Director of Instruction have initiated a study with the co-operation of music instructors in the country, designed to improve the present program and equalize music opportunities of children in county schools. / "May, 1956." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Music Education." / Advisor: Wiley L. Housewright, Professor Directing Paper. / Includes bibliographical references (leaves 67-68).

This paper is a study of the general mathematics program in the secondary school. The purpose of this study is to help the inexperienced teacher plan his program of work for the year. The teacher will not find a definite program that he may follow step-by-step, but suggestions that will be of help in developing an effective program. / "August, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. A. Curtis, Professor Directing Paper. / Includes bibliographical references (leaf 22).

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Every teacher has what he assumes to be a philosophy of education; frequently it is a composite of aspects of conflicting philosophies of education. This philosophy may be virtually unexamined in that little thought is given to its underlying assumptions and its implications for teaching practices. However, everything the teacher does, every technique and method he employs is drawn from or based upon assumptive concepts of his philosophy or conflicting philosophies of education. Without philosophy, which may be considered in terms of its standard of values, every teacher lacks a point of reference from which to orient the education of young people. He is without a defensible method of evaluation or means of interpreting the goals and aims set up as guides in education. Hence, the vital importance of an integrated philosophy or system of values that will give direction to everyday thinking and that will, in reality, constitute an inclusive way of life. / "June 6, 1953." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Includes bibliographical references (leaves 53-54).

Text in Afrikaans / Binne die bestek van ses jaar, het drie Klasmusieksillabusse vir die sekondere skool, te wete die van Kaapland (1986), Transvaal (1991) en Skotland (1992) verskyn. Elk van hulle toon 'n unieke karakter ten opsigte van doelstellings, leerinhoud, ensovoorts. Dit het die vraag laat ontstaan watter van die sillabusse binne die raamwerk van wetenskaplik geselekteerde kriteria ontwikkel is en of hulle gevolglik wel didakties-pedagogies verantwoordbaar is. Die drie Klasmusieksillabusse is teen 'n agtergrondstudie van Klasmusiek in didakties-pedagogiese asook leerpsigologiese verband geanaliseer aan die hand van die didaktiese vereistes waaraan 'n vakkurrikulum behoort te voldoen. Die aanbevelings wat gemaak is, wil verseker dat 'n sillabus tot stand kom wat aan die wetenskaplike vereistes van kurrikulering voldoen, waarvan die doelstell ings deur die onderwyser verwerklik kan word en wat die leerder tot optimale leer kan voer. / In the scope of six years, three Class Music syllabi appeared, namely that of the Cape Province (1986), Transvaal (1991) and Scotland (1992). Each of these syllabi have a unique character with regard to aims, learning content, etc. This gave rise to the question whether these syllabi were developed within the framework of scientific selected criteria and whether they can be didactic-pedagogically accounted for. These Class Music syllabi were analysed against a background study of Class Music in didactic-pedagogical and learning pshycological perspective as well as the didactical requirements with which a subject curriculum should comply. The recommendations were aimed to ensure a curriculum document which complies with the scientific requirements of curriculum theory, which is attainable for the teachers and which takes the expectations of the learners into account. / Art History, Visual Arts & Musicology / M. Ed. (Didactics)

Typescript (photocopy). / Digitized by Kansas Correctional Industries

This study deals with the problem of evaluating curriculum documents which prescribe or make recommendations for curricular change. In 1980 a number of state and national education authorities in Australia released documents which contained proposals for reformulating the curriculum. Several of these proposals took the form of prescribing or recommending a core curriculum while others opted for a whole curriculum approach to the problem of the selection and transmission of educational knowledge. Although these are presented as practical documents - as proposals for action - they also contain theoretical and ideological components which are usually understated. It is the contention of this study that the evaluation of such proposals should not be based solely on their pragmatic or technical aspects but that their theoretical adequacy and links with ideology should also be taken into consideration. To this end, four of these documents have been selected, two of each type of proposals, and are used to provide material to develop criteria for making evaluative decisions about the theoretical and ideological aspects of curriculum proposals. Internal criteria, based on an analysis of the coherence and consistency of curriculum proposals, are derived by relating the proposals to one of two general theories of education. External criteria derive from a meta-critique where an attempt is made to formulate broader propositions which recognise the existence of opposition among various assumptions and are inclusive of those in conflict.