By John R. Verduin
Too usually adult-education courses falter simply because those that set them up lack resources to show to for advice in planning curricula; now John R. Verduin, Jr., offers a framework, a basic version educators can use for powerful curriculum building. Verduin’s theoretical method features a curriculum version which includes 5 significant components: intent (direction, philosophical position); outdoors political forces; pursuits; guide; and evaluation. every one aspect gets chapter-length remedy. The dialogue is general and the rules derived are extensive adequate to use to any adult-learning software. Verduin’s target is to supply a framework in which the grownup educator could make clever judgements. within the final bankruptcy, despite the fact that, he turns from basic dialogue to precise program of the versions, constructs, and concepts explored during this ebook. rules during this bankruptcy can assist these all for grownup education make the transition from a theoretical version to real curriculum paintings.
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Additional resources for Curriculum building for adult learning
1. Adult educationCurriculaPlanning. I. Title. 01 79-23111 ISBN 0-8093-0960-2 Copyright © 1980 by Southern Illinois University Press All rights reserved Second printing, August 1981 Printed in the United States of America Designed by David Ford Page v Contents Preface vii Acknowledgments xii 1. Introduction 1 2. Rationale 16 3. Outside Political Forces 39 4. Curriculum Goals 56 5. Instruction and Content Organization 100 6. Evaluation 130 7. Some Application Ideas 144 Notes 155 Selected Bibliography 158 Index 168 Page vii Preface This book is built on the assumption that all people involved in the adult learning process are curriculum workers to some extent.
3, as shown on page 31. Because of the inherent differences in the two dimensions of the social system, there could be conflicts and deviant perceptions between the individual adult student with his/her personality and need-dispositions and the adult institution with its role and expectations. This model handles this concern with the identification of a group to serve as a buffer between the institution and the individual. 3 Normative and Individual Dimensions with Cultural Influences Page 32 the two and helps to support the institution when certain roles and expectations seem important, and to support when necessary the individual adult student when he/she expresses his/her idiosyncratic personality and need-dispositions.
This element can actually be viewed as the delivery system designed to fulfill the goals. 2 Instruction and Content Organization Evaluation. " This assessment process attempts to gather information to see if the adult learners involved have achieved the goals as a result of the instructional process, and it includes internal and external data collection of a formative and summative nature geared Page 6 to the previously suggested goals. In this case evaluation is concerned primarily with adult student growth or achievement in the various domains.