This book, working from an educator-defined set of curriculum tasks and their allotted time frames, provides a mechanism for linking instructional theory with classroom practices. Chapter titles are: (1) The Tasks of Curriculum Development; (2) Developing Major Goal Statements; (3) Assembling a Psychological Model for the Dominant Educable…

Seeks to assist instructors in recognizing two basic errors that can occur in processing student evaluation data on instructional development efforts; offers a research framework for future investigations of the error tendencies and related issues; and suggests ways in which instructors can confront and manage error tendencies in practice. (MBR)

Describes six basic steps in designing the instructional content of computer assisted instructional materials. (DC)

This book is intended to help college faculty effectively design and evaluate courses and curricula. The 16 chapters address the following topics: a learning-centered approach to course and curriculum design; a systematic design model (showing benefits); the decision to begin a curriculum project; getting started; linking goals, courses, and…

This document is a guide for use in self-study by groups of college faculty using the Course Planning Exploration (CPE) survey. The CPE is designed to uncover approaches to course planning and thereby stimulate discussion, collegial learning, and development among faculty members. Section I describes the CPE including the history of its…

This is one of three publications prepared by the Ohio State Board of Education to assist schools in implementing a competency based education program, as required by the 1983 revised minimum standards for elementary and secondary schools. The aim of this publication is to clarify the requirements of the minimum standards regarding (1) the…