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

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Text in Afrikaans / Hierdie studie handel oor die identifisering van sagte neurologiese uitvalle deur die opvoedkundige sielkundige. Die navorser het gevind dat neuraal gestremde kinders dikwels eers op 'n laat stadium na buitengewone onderwys verwys word. Dit het die vraag na kriteria vir sagte neurologiese uitvalle en neuropsigologiese evaluasies in die brandpunt van die studie gestel. Die literatuur het bevestig dat daar verskeie neuropsigologiese verkenningsmedia oorsee bestaan, maar Suid-Afrikaanse navorsing op die gebied, is nog beperk. Daarom is die doelstelling van die studie om aan die hand van kriteria vir sagte neurologiese uitvalle, 'n neuropsigologiese evalueringstabel saam te stel wat toeganklik is vir enige opvoedkundige sielkundige. Die evalueringstabel is aan die praktyk getoets. Die navorsing bevestig dat dit moontlik is om neuraal gestremde kinders te identi:fiseer deur die toepassing van die neuropsigologiese evalueringstabel. Die identifisering van die neuraal gestremde kind is slegs die vertrekpunt in die wyer pedagogiese bemoeienis met die opvoedeling / This study deals with the identification of neurological soft signs by the educational psychologist. The reseacher became aware of the fact that neurologically impaired children were referred to extraordinary education at a very late stage. The above mentioned situation gave rise to the search for criteria for neurological soft signs as well as neuropsychological means of assessment It was found in the literature that neuropsychological assessments were well in existance abroad, but the South African literature lacks in depth research. Therefore the aim of this study was to use existing neuropsychological criteria to compile a neuropsychological evaluation table that will be accessible to every educational psychologist. This neuropsychological evaluation table was put to practice and it proved that neurologically handicapped children can be identified by means of this assessment. The identification of the neurologically impaired child remains simply the point of departure in the broader pedagogic dealing with the child / Psychology of Education / M. Ed. (Voorligting)

A theory-based curriculum on Personhood Development provides an organized system through which a self-actualizing program can be initiated and effectively expanded by any individual in society, whatever his age or position. From this point of view, therefore, the curriculum itself transcends the formal educational experience, becoming a pervasive lifetime study. Its concepts and principles are based on solid research to which some of the finest experts in psychology have contributed. Because of current problems and needs in society and because of rapidly enlarging bodies of knowledge, new vision and reorganization of educational premises seem logical and pertinent requirements for people moving into another century. Education is, by its very nature, an integrative process. Such integration involves the entire person: his internal elements and his avenues of change, his perceptions and perspectives of life, his directive efforts towards the future, his expectations of what this future should be. The curriculum design rises out of a specific philosophy, no part of which is vague or unsupported by authoritative writings. From that philosophy, four generational objectives flow, three of which provide learning experiences and the last of which provides an environment to secure such provisions. The generational objectives have specific behavioral goals attached, definite and active goals which are within the reach of all. It is from this pyramidal construct that the lessons are formulated, the methods are selected, the student production is outlined, and the applications to the allied curricula are viewed. Suggested evaluative procedures necessitate longitudinal studies for this program in the future. An organized system of encounters avails the facilitator with the process and methods for guiding his clients through the program. The encounters, fifteen in number, furnish a structure which allows the plan to proceed in a defined and logical pattern. From the initial discussions which have to do with the acceptance of self and with the study of one's internal elements, the clients diagnose their present status. This status is delineated via written and/or oral articulation of perceptions and perspectives the students have of themselves. Their present status in the avenues of modification -- those channels by which the human being experiences change -- are considered immediately after the internal elements are diagnosed. Thus, these avenues also are examined with a view towards developing positive activities in order to realize the full potential of the individual. Following hard on the heels of the basic diagnoses, the personal plan for future growth is then designed. In order to determine the possibilities for realistic growth, the student examines his strengths, discovers his aptitudes and talents, seeks information and supportive direction, cultivates desirable habits, and lessens or eradicates those habits detrimental to his personhood. Appendices furnish copies of those materials utilized with the program. Copies of pages for student use are presented as well as sample lessons, miscellaneous presentations in allied curricula, and examples of exercises used with faculty members and with parent groups. For those who wish to exercise this technique a regular program, uncomplicated and cyclic, is now available. Several studies for the future, enlarging on the basic work, can be forthcoming. It is recommended that such explorations be continued and that valid creative work be encouraged in order to realize ever more fully the potential inherent in every individual.

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The study is an investigation of unplanned change initiated by teachers in the physical education department of Forest School, an Upper School and Community College in England. The events at Forest are conceptualised as a case of teacher-initiated innovation. The study draws on interviews with teachers, observations of lessons and analysis of curriculum documents in the collection of data. Three issuesýprovide foci for the study. First, the study investigates the temporal dimensions of innovating, and reveals that the innovative idea of health related fitness based physical education became formalised and objectified over time. This process of formalisation had important implications for the second area of focus, the teachers' involvements in the innovative process. While each of the physical education teachers played important roles in the implementation of the innovative idea, each participated in the innovation with varying degrees of involvement, and held disparate conceptions of the innovative idea and of its implication for practice. Third, the study locates and attempts to understand the process of innovating in the work context of teaching. The teachers at Forest saw innovating and teaching as synonymous activities, and the study documents the extent to which the innovative situation exacerbated teachers' everyday preoccupations with success, reward and students. The study provides information on the dynamics of unplanned educational change and the findings lend qualified support to the trend towards school-centred innovation.