A Thesis on the Formulation of a Manual on Education Development_

Eastern Illinois University The Keep Masters Theses Student Theses & Publications 1973 A Thesis on the Formulation of a Manual on Education Development/Change Howard Bertram Taylor Eastern Illinois University Recommended Citation Taylor, Howard Bertram, "A Thesis on the Formulation of a Manual on Education Development/Change" (1973) Masters Theses 3792 https://thekeep.eiu.edu/theses/3792 This is brought to you for free and open access by the Student Theses & Publications at The Keep It has been accepted for inclusion in Masters Theses by an authorized administrator of The Keep For more information, please contact tabruns@eiu.edu PAPER CERTIFICATE #2 TO: Graduate Degree Candidates who have written formal theses SUBJECT: Permission to reproduce theses The University Library is receiving a number of requests from other institutions asking permission to reproduce dissertations for inclusion in their library holdings Although no copyright laws are involved, we feel that professional courtesy demands that permission be obtained from the author before we allow theses to be copied Please sign one of the following statements: Booth Library of Eastern Illinois University has my permission to lend my thesis to a reputable college or university for the purpose of copying it for inclusion in that institution's library or research holdings Date /C/?3 I respectfully request Booth Library of Eastern Illinois University not allow my thesis be reproduced because ��������- Date pdm Author A THESIS ON THE FORMULATION OF A MANUAL ON EDUCATIONAL DEVELOPMENT/CHANGE (TITLE) BY HOWARD BERTRAM TAYLOR - THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF SCIENCE IN EDUCATION IN THE GRADUATE SCHOOL, EASTERN ILLINOIS UNIVERSITY CHARLESTON, ILLINOIS 1973 YEAR I HEREBY RECOMMEND THIS THESIS BE ACCEPTED AS FULFILLING THIS PART OF THE GRADUATE DEGREE CITED ABOVE I ,, 1:' I I, i I I I •' I' ' A THESIS ON THE FORMULATION OF A MANUAL " ON EDUCATIONAL DEVELOPMENT/CHANGE :! I 'iI, I! I I I 1· I I· I TABLE OF CONTENTS TABLE OF CONTENTS I NTRODUCTION • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Purpose of the Study • Questions Delimitations Limitations Method.a • • • • • • • • • • • • • • SOtJRCES • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 8-9 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • METHODS AND PROCEDtJRES OF DEVELOPING THE MANlJAL • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • SUMMARY, CONCLUSIONS AND RECOMMENDATIONS • j, ,, I· i• I' I r I I II I 10-11 12-13 • • • • • 14-15 • • • • • • • • • • • • • • • • • • • • • • • • • • 16-88 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 89-94 FINDINGS APPENDIX A • BIBLIOGRAPHY • 3-7 I I :I ii 'I I I I J INTRODUCTION Current literature including specialized books and educational journals such as Hillson's Continuous Progress Education: A Practical Approach; Beauchamp's Curriculum Theory, 2nd Edition; Instructional Systems by Bela Banathy; and Audiovisual Instruction - a journal published by A.E.C.T have described a relatively new professional field involving Educational Development and Change This new field requires a different type of professional educator of ten given such designations as Instructional Developer,2 Instructional Designer,3 Change Agent,4 Specialist.6 Role Incumbent,5 and even an Instructional System's The job designates themselves seem to sound like some- thing from the twenty-first century, but in reality they are the jobs of the 1970's This brings to light the complexity of the whole field of Educational Development (See Appendix A) including varying degrees of change, whether expansion, improvement or overhauling of single courses or whole school curriculums Educational changes according to Harbans Bhola can affect all aspects of the school program including instructional media, educational practices, as well as organizational patterns7 (See Appendix A - Blueprint for Learning) The development of a change strategy was described as one major process, while its adaptation and diffusion as another An effective procedure for (development and adaptation/diffusion of) change with a specific sequence or system to follow seemed necessary to insure success.a Before the development of change strategies, and especially � professional Instructional the == them, to incorporate before attempting === == � :=;;; � ====== ====== === · == === ==== ====== ==== ======================= ====== Developer should have an "adequate theoretical framework" in which to place the innovations of educational technology and methods for teaching9 (See Appendix A) Harbans Bhola described a theoretical framework or model which included four sections that worked together to produce a successful change program Ii • The four sections were: Development, Dissemination, and Evaluation (RDDE) il Resea ch, This model is I one which has been utilized and proven to be effective by industry and agriculture.10 One of the reasons for its success was because it required certain conditions to be met by the users, including: (1) a body of educational research (See Appendix A) ; (2) This research has to undergo development or, has to be applied to classroom problems and converted into products such as new classroom practices, or improved curricular materials; (3) This research must be readily accessible and disseminated; and (4) The research products must be evaluated for I : I 1j i1 1' 11 I effectiveness and impact." The RDDE model described by Bhola seem to generally conform to James Nord's general description of the Educational Development process with its sub-processes: Development 12 Curriculum, Instructional, and Evaluation (See Appendix A) The method of operating the RDDE model could be through the system's approach as described by Bela Banathy13 (See Appendix A) Educational Theory and its sub-theories: Curriculum, Instructional, Evaluation and the others as described by George A Beauchamp1 (See Appendix A) also related to the RDDE Model closely 15 as well Learning Theory as described by Brown, Harcleroad and Lewis, as Gerlach and Ely, 16 (See Appendix A) was clearly based on a developmental procedure similarly to the RDDE model All four of the areas described in this introduction have tenninology, concepts and vocabulary which often become synonymous and ambiguous This is a problem in developing the field to as success ful a level as industry and science have already developed As with T Nord's article, "Instructional Development A Search for Meaning,111 the purpose of this study was to establish in a written manual form " • the conveyance of meaning," for a selective list of terms derived from many sources relating to the field of Educational Development/Change and their related areas The definitions will be of three types as based on Nord's description: (1) Stipulative, which are communicatory; (2) Descriptive, which are explanatory; and (3) Programmatic, which are intended to embody programs of action,18 or to inter-connect terms which are synonYlllous, all-encompassing, or one aspect of a larger term The definitions in the manual will not always follow Nord's "general meaning" concept, but will be useful for the student as an introduction to researching detailed definitions or meanings I I I II �· ======= ====== I I I I I 1: I •I I' ' i SOURCES CITED THESIS INTRODUCTION ;I I i· I -· ======= === 'I 80 I 25 Hilda Taba : pp 232-249 26 Hilda Taba: pp 263 27 Ibid 28 George H Voegel, "Accountability and Performance Contracting" : pp 16-17 I I I 1:1 I11! I i' • '• I I• I I �· ======= ======= I! 81 i SOFTWARE : Defined by Nord as " the co-function of hardware It is the metaphysical tool used in any p rocess, the concepts, ideas, princip es , techniques, generally transmitted through some hardware o r physical I equipment 1122 Software always requires an interpreter to generate meaning SEE ALSO : HARDWARE , SENSEWARE • • • I1� 11 STUDENT DIAGNOSIS: as desc ribed by John Bolvin, student diagnosis can be utilized in developing continuous-p rogress education programs o r in establishing specific instructional objectives (the student must undergo a complete learning diagnosis) "Detailed diagnosis is made o f the initial state with which a learner comes into a pa rticular instructional� situation The diagnosis of the initial state should include not I; only assessment of learner's knowledge o f prerequisite behavior but , also the assessment of his aptitudes , his lea rning style preferences, and his perceptual and motor skill capabilities.1123 This long-term accumulated dia nosis must especially apply to his current instructional � step placement Immediate predictors of success not necessarily equal long range determination Hilda Taba discussed student diagnosis as being concerned chiefly with: (1) determining the educational needs o f child ren; (2) conditions of learning in the classroom; (3) factors that affect optimum achievement of educational objectives 25 Taba listed nine informal diagnostic devices; as: (1) open-ended classroom interview; (2) open-ended questions and themes ; (3) unfinished stories and incidents; (4) records of discussion; ( 5) records of reading and writing; (6) observation and reco rding of perfo rmanc e ; (7) obse rvation , and recording of performance; (8) special assignments and exercises; (9) sociomet ric tests ; (10) devices for diagnosing the out-of-school environment 26 "A b road scope o f diagnosis is needed to develop effective curriculum."27 SEE ALSO : LEARNER TYPES, STUDENT LEARNING PROFILE · • • • • STUDENT LEARNING PROFILE: Voegel defined a student learning profile as a "blueprint" of the learning capabilities of a student usually developed by a counseling o r student-development group (specialists in learning theory , etc.) Establishing a student learning profile is the first step in a system ' s approach to lea rning such as performance contracting, etc Defining a lea rning p rofile for each student (could) be a majo r determinant in writing objectives and specifications 28 SEE ALSO : LEARNER TYPES, PERFORMANCE CONTRACTING, DIAGNOSTIC TEACHING , STUDENT DIAGNOSIS ,I Ii I! I' II ·1 ·, I' I• ii i! I ,1 SUBJECT CONTENT: According to Parker " is a rhetoric of conclusions l to be transferred to the student." According to Banathy, content has two meanings : (1) its b roader meaning implies the sum o f all its parts that make up a system; (2) content as an aspect o f curriculum means elements of knowledge, skills, processes , and attitudes which are selected and organized and then presented through learning experiences to the student The acquisition of content enables the student to perform in the manner desc ribed by the instructional objective N::!: O RR O= L= A AT CT C� CURRICULUM C= B� E� EE E= :�� O:E;: L� Ss S:;; SU� RI J� ULUM =I= ,=======' = � == ,===:§ � � �C:;:UR � � -· ====� � §"������ = ARTICULATION KNOWLEDGE CURRICULUM, SCHOOL • • ==== 82 11 ['�======� ::=��� IF== _ I I I' 'i ·1 11 - - - -· -·- -· - - · - - �- · - '* - SUBJECT CURRICULUM : Albert Oliver compared a Subject Curriculum to 1· an Experience Curriculum by describing their respective differences : in "emphasis " Major points describing the Subjec t Curriculum wer e : (1) centered in subj ects; (2) emphasis upon teaching subject matter ; (3) subject matter selected and organized before the teaching situatio ; (4) emphasis on teaching specific facts , skills , subj ects ; ( ) educati ' n (learning) strictly controlled by an authority ( teacher , or someone ' external to actual learning process) SEE ALSO : CURRICULUM , CURRICULUM DEVELOPMENT , SUBJECT CONTENT ' KNOWLEDGE CURRICULUM I n'I j performance that is part of a SUBOBJECTIVE : a description of " larger terminal objective and appears as part of the terminal performance Subobj ectives appear when large sequential tasks are involved The primary difference between subobjectives and interim objectives is that subobjectives appear as part of the terminal performance , while interim objectives serve a temporary purpose " SEE ALSO : BEHAVIORAL OBJECTIVES, INTERIM OBJECTIVES • SYSTEM ' S ·APPROACH TO EDUCATION : The system ' s approach to any process is the application o f a system in determining all the aspects of the process Nord' s theory o f Educational Development is in a sense a general system ' s approach '! I 11 j ! I1 'j EDUCATIONAL DEVELOPMENT EVALUATION DEVELOPMENT A system is composed of components which work together in a common process to obtain certain designated results The process of the Educational Development Model is constant interchanging of inputs and outputs , varification and improvement of results (represented by arrows ) Each sub-proces s , Curriculum, 1nstructional and Evaluation Development are complete systems within theirselves Curriculum Developmen t : According to Cyrs and Lowenthal , "a system ' s approach to i curriculum development is a rational problem solving method of analyzing the educational process and making i t more effective The system is this process taken as a whole , incorporating all of its parts and aspects including the student s , the teachers , the curriculum content , and the instructional materials , the instructional strategy , the physical enviromnent and the evaluation of instructional objectives " (See also behavioral change) Instructional Development: Hilda Taha (see 'the introduction) , Harlan Douglas , Gene Faris and many educationa� theorists have developed step-by-step procedures for a system ' s approach for Instructional Development (See Instructional Development) Bela Banthy wrote a book, Instructional Systems , 1968, which clearly define the various components, processes , and methods of the use of the Syste Approach for Instructional Development Evaluation Developmen t : requ es a less complicated system ' s approach (see Evaluation Development) but does have components which work together to fulfill the prescribed pur ses = = = = - · ="' -= = = =-.:-: -= = = = = = = = -= = = = ·· =-= -=-=-=====* ==== = = = = = = = = = • • • I I Fig A GUIDE TO UNDERSTANDING THE SYSTEM ' S APPROACH TO INSTRUCTION: (Based on a theory by Bela H Banathy , INSTRUCTIONAL SYSTEMS , - - I An ANALYSIS OF SYSTEMS : can be defined as deliberately designed synthetic organisms (made-made) , comprised of interrelated and interacting components which are employed to function in an integrated fashion to attain predetermined purposes " Understanding a system ' s purpose is the best way to understand one This leads to " • • _ II _ - A SYSTEM ' S VIEW : 1A way of thinking , by looking at man-made entities as systems , as assemblages of parts which are designed and built into an organized whole for the accomplishment of a specific purpose 1 11 If applied , this leads to _ IV _ AN UNDERSTANDING OF THE SYSTEM ' S CONCEPT : "Sys terns are assemblages of parts that are designed and built by man into organized wholes for the attainment of specific purpos es The purpose of a sys tem is realized through processes in which interacting components o f the system engagE in order to produce a predetermined output 110 This can lead to - - III _ _ - _ THE SYSTEM' S APPROACH : "Conunon sense by design A self­ correcting and logical methodology of decis ion making to be used for the design and development o f man-made entities Component strategies of this methodology include the formulation of performance obj ectives , the analysis of functions and components , the distribution of functions among components , then scheduling , the training and testing of the system, installation , and quality control 1 12 I I �l===============U=, = 84 a basic component is a clear! TEACHING ACT : accarding to Costa " defined operational objective stated in behavioral terms These obj ectives must then be arranged into a hierarchy of complexity so that "simpler behaviors" are acquired before the more sophisticated ones The classroom situation and teaching act could be considered a curriculum "in miniatur e " 13 Oliver compared general Curriculum Improvement and the Teaching/Learning Situation They had the followi g points in similarity: (1) both included cooperative planning activiti s ; (2) both involve group processes ; (3) both are based on goals and obje tives ; (4) both require articulation; ( ) both are flexible; (6) both use research '14 SEE ALSO: INSTRUCTIONAL OBJECTIVES , TEACHING STRATEGY , CURRICULUM DEVELOPMENT • • • TEACHING SPECIFICATIONS : according to Neagley specifications for teaching facilities and methods can have a strong influence upon curriculum development , or instructional development Specifications and planning go hand in hand and should be considered carefully in detail 15 The Blueprint for Learning describes such specifications TEACHING STRATEGY : Defined by Bruce Joyce as referring " • • to the design of an educational process or enviromnent , and consists of specifications of the means that are to be used to a chieve some educational goal " 16 As applied to a system ' s s tr ategy means the " component� of the total process of system ' s design, development , management " 11- Joyce described several ways teaching strategies are used: (1) in curriculum planning and organization; (2) to guide the behavior of teachers as they interact with students and serve as model for units or lessons ; (3) used to shape instructional materials or sys terns that use media and personnel to reach their goals H3 SEE ALSO : TEACHING ACT, INSTRUCTIONAL DEVELOPMENT • TERMINAL OBJECTIVE : is an objective which " refers to the behavior you would like your learner to be able to demonstrate at the time your (the teacher ' s ) influence over him ends 11 11 ii I I' VALUE JUDGEMENTS : "Values held by society, the conmmnity , curricultm1 worker s , (other educational development specialists ) , and classroom teachers in particular determine the purposes , objectives , and outcomes of the school curriculum (and instructional program) " Each educational professional as well as each s tudent has to make value judgements on their own self-performances and peer-group performances , expectations , desires, etc ii J: !: VERBAL INTERACTIVE BEHAVIOR: Lynn Miner said, "It is recognized that the stimulus , examiner , subj ect, language measure (all inputs) and resulting interactions are all recognized variables in the assessment of expressive language ability (verbal output) in children 11 Different visual s timuli are the source of considerable variability in analyzing the verbal output of the children " 21 SEE ALSO: BEHAVIORAL OBJECTIVES , VISUAL LITERACY J j ==':========:=:===l l ====== -i 'I 85 VERBAL OBJECTIVE : "involves the ability to write or describe orally11 22 and follows the same rules and methods of construction as other behavioral objectives SEE ALSO : BEHAVIORAL OBJECTIVES , VERBAL INTERACTIVE BEHAVIOR VERBAL PERFORMANCE : BEHAVIOR SEE VERBAL OBJECTIVE , VERBAL INTERACTIVE VERTICAL ORGANIZATION : Neagley summarized the two basic plans of school organization: vertig}.i organization is concerned with the classification of pupils (and) their movement ' upward ' from admission to departure The following schemes are included under vertical organization : (1) grading; (2) multi-grading and (3) non-grading SEE ALSO : BLUEPRINT FOR LEARNING , HORIZONTAL ORGANIZATION, OPEN/CLOSED EDUCATIONAL SYSTEMS ( r VISUAL LITERACY : Debes ' definition said: "Visual literacy refers to a group of vision competencies a human being can develop by seeing at the same time he has and integrates other sensory experiences � The development of these competencies is fundamental to normal human � learning When developed, they enable a visually literate person to discriminate and interpret the visible actions , obj ects , and/or symbols , natural or man-made , that he encounters in his environment Through th creative use of these competencies, he is able to communicate with othe Through the appreciative use of these competencies , he is able to comprehend and enjoy the masterworks o f visual communication " 24 "A theory of visual literacy includes processes determined by visual and nonvisual perception, by personal and social cognition, and by symbolic and nonsymbolic behavior 11 25 A model o f visual literacy by Ostwald is : (1) Processing of visual information gives an immediate and fast appraisal of reality ; (2) Information from additional (i e nonvisual) sensory inputs influences the evaluation of that appraisal; ( ) Personal life experiences , stored in memory, determine how this total sensory appraisal of reality is to be interpreted ; (4) social rules govern any behavior which is engaged in as a consequence of these interpretations ; ( S ) Symbol systems control ways in which this behavior is to b e communicated to people removed in space and time 26 The illustr ation below de­ scribes the vast • Pa rameters of V i s ual L i t eracy• bl John Debes , p of the Vi s ual L i t e racy c·onference Book � I GRAPHIC ARTS TECHNOLOGY PERCEPTUAL PSYCHOLOGY LINGUISTICS 86 I I' I I I I SOURCES CITED - SECTION I 1' I I 1' I I -· ====== === 87 SOURCES CITED - SECTION I! =: J Cecil Parker/Louis J Rubin: Ibid Albert A Oliver: Designing Effective Instruction, Workbook: James R Nord : Ibid Thomas E Cyr s : Bela Banathy : p 15 Bela Banathy : pp 2-3 10 Bela Banathy: p 12 11 Bela Banathy : P· 12 Ibid 13 Arthur A Oliver: p 371 14 Albert A Oliver : p 371 15 Ross L Neagley : 16 Bruce R Joyce : 17 Ibid 18 Ibid 19 Robert 20 Ross L Neagley : 21 Lynn E Miner in Visual Literacy: 22 Designing Effective Instruction, Workbook : 23 Ross L Neagley : 24 John L Debes in Visual Literacy: F P· p 312 p 23 pp 11-13 pp 16-21 Mager : 91 1i !.I, I P P · 258-261 PP · 820-827 p p 128 p 82 p 128 P· 14 p 23 25 Ibid 26 Ibid Ibid I I l I; ! ' - · ===== === 89 l ll I I I I I I I I I I! I I I BIBLIOGRAPHY -·======= === BIBLIOGRAPHY Association for Supervision and Curriculum Development Balance in the Curriculum Washington, D C : A S C D , N E A , 1961 Association for Supervision and Curriculum Development Individualizin� Instruction Washington, D.C : A S C D , N E A , 1964 Association for Supervision and Curriculum Development New Curriculum Developments Washington, D C : A S C D , N E A , 1965 Association for Supervision and Curriculum Development New Insights and the Curriculum, (Yearbook) Washington, D C : A S C D , N.E.A , 1963 Association for Supervision and Curriculum Development Role of Supervisor and Curriculum Director in a Climate of Change Washington, D C : A S C D , N E A , 1965 Association for Supervision and Curriculum Development S trategy for Curriculum Change Washington, D C : A S C D , N E A , 1965 Banathy , Bela H Instructional Sys tems Fearon Publisher s , 1968 Palo Alto, Calffornia: Barton, Grant E "Designing Competency S tatements , " Audiovisual Instruction , XVII (February , 1972) , 16-18 Beauchamp , George A Curriculum Theory Kagg Pres s , 2nd Edition, 1968 Wilmette , Illinois : The Bhola, Harbans S "Training The Change Makers in Education , " Audiovis Instruction, XVIII (January , 1973) , 22-24 Bishop, Lloyd K Individualizing Educational Systems and Row Publishers , 1971 UC31l New York: Bolvin, John O "Developmental Aspects of Individually Prescribed Instruction , " Audiovisual Instruction, XIII (October , 1968) , 828-8 31 I I I Britt , Donald Harry "An Improved Method for Instructional Development :i Learner Types , " Audiovisual Instruction, XVIII (Apri l , 1971) , V t l5 Brown , James W AV Instruction: Hill Book Company , 1969 Media and Methods New York: i McGraw-i: 'I l11j H 91 Brown , Norber g , Srygley Administering Educational Media McGraw-Hill Book Company , 1972 New York: Brudner , Harvey J "Computer-Managed Instruction," Science , Volume 162 (November 29 , 1968) , 970-976 I Burns, Richard W Curriculum Design in A Changing Society Englewood I Cliffs, New Jersey: Educational Technological Publications , 19 r· Buell, Robert R "Planning Cognitive Conflict in Inquiry Loops," Audiovisual Instruction, XV (February , 1970) , 19 Cay, Donald F Curriculum Design for Learnings Merrill Company , 1966 Indianapolis : Bobbs­ Costa, Arthur L "S trategies for Developing Autonomous Learners , " Audiovisual Instruction , XIII (October , 1968) , 832-834 Cyrs , Thomas E "A Model for Curriculum Design Using a System ' s Approach , " Audiovisual Instruction , XVI (January, 1970) , 16-21 Designing Effective Instruction, Workbook General Programmed Teaching Palo Alto , California: A Division of Connnunication ' s Clearing­ house Incorporated, 1970 Diamond, Robert M "Instructional Development , " Audiovisual Instructio XVIII (December , 1971) , 6-7 English , Fenwick "Can Spontaneity Serve As A Curriculum Base , " Educational Technology, XII (January , 1972) , 59-61 Erickson, Carlton W H Administering Instructional Media Programs New York : The Macmillan Company , 1968 Faris, Gene "Would You Believe An Instructional Developer?" Audio­ visual Instruction , XIII (November, 1968) , 971-973 Freeman, William F "Diagnostic Teaching , " Audiovisual Instruction , XIII (October , 1968) , 858-860 Frost , Joe L Curricula for the Seventies Company , 1969 Boston: Houghton Mifflin Gerlach, Vernon S and Ely, Donald P Teaching and Media : A S stematic Approach Englewood Cliff s , New Jersey : Prentice-Hall Incorpor ted, 197 Goodlad , John I The Changing School Curriculum , The Fundamentals for the Advancement of Education New York, 1966 Gwynn , J Minor NewYork Curriculum Principles and Social Trends n Compamr The M a cm il1a 19 69 4th Edition ,!j 92 Haas , Glen , ed Readings in Curriculum and Bacon, Incorporated, 1970 Second Edition, Boston: Ally Herrick, Virgil E Strategies of Curriculum Development Edited by James B Macdonald Columbus , Ohio : Charles E Merrill Books , Incorporated , 1965 Hillson, Mauric e Continuous Progress Education : A Practical Appr oach Palo Alto , California : S cience Research Associates, 1971 Joyce , Bruce R "The Development of Teaching S trategies , " Audiovisual Instruction, XIII (October , 1968) , 820-827 Ka�apos , Stephen A Jr An Historical Study of Curriculum Development for American Public Education J?y National and Regional Organizations : 1892-1965 Ann Arbor , Michigan : Temple ! University Education Department, University Microfilms , Incorpo�ated , I 1968 I King , Arthur R Jr The Curriculum and the Disciplines of Knowledge New York : John Wiley and Sons , Incorporated , 1966 Larson, L C "Developing a Graduate Program to Train Instructional Design and Media Specialists , " Audiovisual Instruction, XIV (January , 1969) , 20-24 Ji Linck, Norman "Educational Media and Independent S tudy , " Audiovisual Instruction, XV (February , 1970 ) , 36-37 Locatis, Craig "Technologists and Their Implication for Education , " Audiovisual Ins truction , XV (January, 1970) , 14-16 Mager , Robert F Preparing Instructional Objectives California: Fearon Publishers , 196 Belmont , Moore , J William "A Program for Systematic Instructional Improvement , " Audiovisual Instruction, XV (February , 1970) , 28-30 Neagley , Ross L Handbook for Effective Curriculum Development Englewood Cliffs , New Jersey: Prentice-Hall, Incorporated , 11 I: !i I Norberg , Ely and others "The Role of the Media Professional in Education ," Audiovisual Instruction, XI (December , 1967) , 1967� 10-27 :I Nord , James R "Instructional Development A Search for Meaning � " Audiovisual Instruction, XVI (December , 1971) , 11-13 Oliver , Albert J Curriculum Improvement and Company , 1969 New York: Dodd, Mead, Parker , J Cecil and Rubin, Louis J Process as Conten t ; Curriculum Design and the Application of Knowledge Chica go : Rand ==== !::=== �� == � == ==� ==� == == == == == == == = ====== == == == == == == == == ==:== == == == == == � == == == == McNally, 1966 93 Popham, W James Establishing Instructional Goals Englewood Cliffs , New Jersey : Prentice-Hall, Incorporated , 1970 Popham, W James and others A E R A Monographic Series on Curriculum Evaluation Instructional Objective s Chicago : Rand McNally and Company , 1969 Popham , W Jame s Planning !!!!_ Instructional Sequence Englewood Cliff New Jersey : Prentice-Hall , Incorporated , 1970 Popham, W Jame s Systematic Instruction Prentice-Hall , Incorporated, 1970 Englewood Cliffs , New Jerse Read , Edwin A "Educational Practice and The Theory of Continuous Pupi Progress ," Audiovisual Instruction, XV (Februar y , 1970) , 38-40 Rosenbaum , Dorothy S Curriculum Planning and School Psychology: The Coordinated Approach Buffalo , New York : Bertillon Press , Saylo r , 966 J Galen, and Alexander, William M Curriculum Planning for Modern Schools New York : Holt, Rinehart , Winston, Incorporat I 1966 II Short , Edmund C , ed Contemporary Thought 2!! Public S chool Curriculum Readings Dubuque , Iowa: William C Brown Company , Publishers , 1968 Smith , B O , Stanley, William O , and Shores , J Harlan Fundamentals of Curriculum Development New York : World Book , Company , 195 I IIi I' Stake , Robert S "The Countenance o f Educational Evaluation , " Teachers I College Record, LXVIII (April , 1967) , 523-540 S towe , Robert A "Design of Instructional Messages : The Role of the Audiovisual Programmers , " Audiovisual Instruction, X (March, 1967) , 230-232 Tab a , Hilda Curriculum Development : Theory and Practice Harcour t , Brace and World Incorporated , 1962 11 I• New York : Ubben, Gerald C "A Look at Nongradedness and Self-Paced Learning , " Audiovisual Instruction, XV (February , 1970) , 31-33 Visual Litera�y: Proceedings of the First National Conference on Visual Literacy Edited by Clarence M Williams and John L Debes , New York : Pitman Publishing Corporation, 1970 Voegel , George H "Accountability and Performance Contracting : Implications for the Supportive Staf f , " Audiovisual Instruction, XV (May , 1971) , 16-17 -·======= ====== i· 94 Voegel , George H "Instructional Development : An Emerging Process , " Audiovisual Instructions , XVI (December , 1971) , 4-5 Voegel, George H "The Innovative Diffusion Center : A Potential Conce to Accelerate Educational Chang e , " Audiovisual Instruction, (January, 1971) , 67-69 Webb , Paul W F , ed Technology ·and the Curriculmn College Pres s , ColU111b ia University, 1968 New York: Williams , Clarence M and Debes , John L Proceedings of the First National Conference on Visual Literacy New York: Pitman Publishing Corporation, 1970 Witt, Paul W F Technology and the Curriculmn Teacher ' s College Press Columbia University, New York , 1968 Wood, Hugh B Foundations of Curriculwn Planning and Development Eugene, Oregon: American-Nepal Educational Foundation, 1963 "'A Ba s i c Approach t o the Design Spec­ Col ton , Frank v ial i st/Teacher Bela t i onship, "' Audiovi s ual Instruc­ t i on, XVII (October, 1972 } , 24-25 , I I ! _JJ ====== === ... ASSOCIATIVE LEARNING BEHAVIORAL CHANGE EDUCATIONAL CHANGE EDUCATIONAL CHANGE ADAPTATION/DIFFUSION EDUCATIONAL DEVELOPMENT BEHAVIORAL OBJECTIVES EDUCATIONAL/INSTRUCT IONAL ENGINEERING BLUEPRINT FOR LEARNING... INSTRUCTION I " EDUCATIONAL OBJECTIVE EDUCATIONAL PROGRAM EDUCATIONAL RESEARCH EDUCATIONAL TECHNOLOGY EDUCATIONAL THEORY ENTRY AND TERMINAL PERFORMANCE LEVELS I, I EPISODIC LEARNING EVALUATION DEVELOPMENT... communication SEE ALSO : EDUCATIONAL CHANGE , EDUCATIONAL CHANGE ADAPTATION/DIFFUSION , THESIS INTRODUCTION COGNITIVE CONFLICT LEARNING THEORY : "The theory posits that if a learner is confronted