Teaching methods
History and status
Bibliographic Data
| ID | 4906189 |
|---|---|
| Authors | Kenneth T Henson (Mitchell Institute, corresponding author) |
| Year | 1980 |
| Volume | 19 |
| Issue | 1 |
| Pages | 2-5 |
| Publication date | 1980-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405848009542864 |
| OpenAlex | W2038696034 |
| Language | EN |
| References cited | 5 |
have been made to find more effective ways of organizing content to make it more meaningful and easier to lear. To illustrate, the report on Curriculum Development in the Horace Mann School in New York City stated that the first function of the curriculum was to facilitate students' comprehension of principles (Craig, 1927). Five years later the Thirty-First Yearbook Committee of the National Society of the Study of Education espoused the organization of the science curriculum for general education around large objectives (NSSE, 1932); and three years later the Thayer Commission of the Progressive Education Association recommended principles as the focal points around which to develop understandings (PEA, 1938). This emphasis on structuring material continued to dominate instruction related research until the
Commission · Comprehension · Curriculum · Curriculum development · Function (biology · Library science · Mathematics education · Pedagogy · Political science · Sociology · Structuring · Yearbook · Computer Science · Diverse Educational Innovations Studies · Educator Training and Historical Pedagogy · Law · Psychology · Teacher Education and Leadership Studies
| Citation velocity | historical |
|---|---|
| Highly cited | No |