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Questions and Answers
What was the purpose of the Eight-Year Study conducted by the Progressive Education Association?
True or false:The Eight-Year Study was conducted by the National Education Association from 1930 to 1942.
False
Who selected the thirty schools to participate in the Eight-Year Study?
True or false: The purpose of the Eight-Year Study was to address the needs of college-bound students.
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What was the conclusion of the Follow-Up Study on graduates from the thirty experimental schools?
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True or false: The Aikin Commission selected approximately 20 schools to revise their secondary curriculum.
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What were some of the innovative practices initiated in the thirty high schools participating in the Eight-Year Study?
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True or false: The Follow-Up Study found that graduates from the experimental schools were ill-prepared for college.
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True or false: The Tyler Model of Curriculum Development consists of three steps.
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Who developed the Tyler Model of Curriculum Development?
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True or false: Ralph Tyler believed that all learning objectives should be defined in terms of communication skills only.
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What are the four steps of the Tyler Model of Curriculum Development?
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True or false: The Tyler Model has no weaknesses.
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What are some of the weaknesses of the Tyler Model of Curriculum Development?
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When is the best time to evaluate a program using the Tyler Model?
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True or false: The Tyler Model is best suited for evaluating loosely focused programs.
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What is the feedback mechanism missing in the Tyler Model?
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True or false: The evaluation of instruction should only occur at the end of the learning experience according to the Tyler Model.
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What type of programs is the Tyler Model best suited for evaluating?
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True or false: The Tyler Model gives educators complete freedom to manipulate learning experiences.
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Study Notes
- The Eight-Year Study was an experimental project conducted by the Progressive Education Association from 1930 to 1942.
- Thirty high schools redesigned their curriculum and initiated innovative practices in student testing, program assessment, student guidance, curriculum design, and staff development.
- The purpose of the study was to address the needs of non-college-bound students while also providing better coordination between high schools and colleges for those students who continued their postsecondary education.
- The Aikin Commission selected approximately thirty schools to revise their secondary curriculum.
- The Follow-Up Study concluded that graduates from these thirty experimental schools did not experience any impairment in their college preparation.
- The Eight-Year Study developed more sophisticated student tests and forms of assessment; innovative adolescent study techniques; and novel programs of curriculum design, instruction, teacher education, and staff development.
- The Tyler Model of Curriculum Development was established by Ralph Tyler and is focused on the idea that the purpose of education is to uplift learning that is useful as well as meaningful to learners.
- Tyler's model consists of four steps: identifying objectives, selecting or identifying learning activities for meeting the defined objectives, organizing learning activities, and evaluating the effectiveness of the learning experiences.
- Tyler believed that all objectives needed to be consistent with the philosophy of the school and that learning objectives should be defined in terms of communication skills, knowledge, quantitative skills, and analytical skills, among others.
- The Eight-Year Study confirmed that schools could experiment with the curriculum while attending to the needs of all students, and in so doing, those college-bound graduates would not be ill-prepared.
- Ralph Tyler proposed a curriculum model based on defining objectives, selecting learning activities, organizing experiences, and evaluating effectiveness.
- The model emphasizes the importance of matching objectives with outcomes achieved by learners.
- Tyler's model has strengths such as engaging learners, promoting deep understanding, and being adaptable to different contexts.
- However, weaknesses include overlooking the unpredictable nature of teaching and learning, limiting what students can learn, and being too restrictive.
- The model requires clear objectives and can be time-consuming to construct.
- Tyler's model is based on a rational linear approach that has been criticized for not properly explaining the sources of its objective.
- Tyler's model is best suited for evaluating tightly focused programs with clear objectives.
- The evaluation should occur before, during, and at the end of instruction.
- Tyler's model is too student-centered and doesn't give educators the privilege to manipulate learning experiences as they see fit.
- The model does not provide a feedback mechanism to tell stakeholders or evaluators how to deal with improvements.
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