{"title":"A Note to Professional Scientists","authors":"","doi":"10.2307/j.ctv1h9djcs.3","DOIUrl":"https://doi.org/10.2307/j.ctv1h9djcs.3","url":null,"abstract":"","PeriodicalId":345014,"journal":{"name":"The Secret Body","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124998903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Force for Healing","authors":"","doi":"10.2307/j.ctv1h9djcs.7","DOIUrl":"https://doi.org/10.2307/j.ctv1h9djcs.7","url":null,"abstract":"","PeriodicalId":345014,"journal":{"name":"The Secret Body","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121413821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A recurring theme through out the reports is the prominence of textbooks as the basis for much of the curriculum that is actually taught in science, social studies, and mathematics class rooms (Helgeson and others, 1978; Stake and Easley, 1978, Vol. II, p. 15-5; Weiss, 1978, p. 102; Wiley and Race, 1977, p. 79). Some of the materials pro duced with NSF sponsorship are well accepted; for example, BSCS biology is used in about 40 percent of schools (Helgeson and others, p. 26). Most NSF materials, however, are not widely used (Wiley and Race, p. 323). Some might say that NSF programs are re sisted because the assumption on which they are based—that developers can create programs for others to "implement"—is mistaken. According to this view, teachers must be involved in de veloping their own curriculum, and the low usage rate of NSF-sponsored materials proves they will not use curriculums planned by others. That teachers must be involved in curriculum planning is almost beyond dispute in ASCD circles. However, the notion that development must be done at the local level does not square with findings of the re ports that teachers use textbooks (which are not locally designed) as the basis for their curriculum. Most teachers will probably continue to plan their instruction around materials produced by others. What they want are ma terials that they consider usable in every sense—academically sound but practical, suitable for students with varying back grounds and abilities, and adapt able to a variety of purposes and
报告中反复出现的一个主题是，教科书作为科学、社会研究和数学课堂中实际教授的大部分课程的基础(Helgeson等人，1978;斯特克和伊斯利，1978年，第二卷，第15-5页;Weiss, 1978，第102页;Wiley and Race, 1977，第79页)。一些由NSF赞助制作的材料被接受;例如，大约40%的学校使用BSCS生物学(Helgeson等人，第26页)。然而，大多数NSF材料并没有被广泛使用(Wiley和Race，第323页)。有些人可能会说，NSF程序受到抵制是因为它们所基于的假设——开发人员可以为其他人“实现”程序——是错误的。根据这一观点，教师必须参与自己的课程开发，nsf资助的教材使用率低证明他们不会使用别人计划的课程。教师必须参与课程规划，这在ASCD圈子里几乎是无可争议的。然而，发展必须在地方一级进行的观念与教师使用教科书(这些教科书不是当地设计的)作为课程基础的报告的发现不一致。大多数教师可能会继续根据其他人制作的材料来计划他们的教学。他们想要的是他们认为在任何意义上都有用的材料——学术上合理但实用，适合不同背景和能力的学生，并能适应各种目的和方式
{"title":"What it all Means","authors":"R. Brandt","doi":"10.2307/j.ctv1h9djcs.11","DOIUrl":"https://doi.org/10.2307/j.ctv1h9djcs.11","url":null,"abstract":"A recurring theme through out the reports is the prominence of textbooks as the basis for much of the curriculum that is actually taught in science, social studies, and mathematics class rooms (Helgeson and others, 1978; Stake and Easley, 1978, Vol. II, p. 15-5; Weiss, 1978, p. 102; Wiley and Race, 1977, p. 79). Some of the materials pro duced with NSF sponsorship are well accepted; for example, BSCS biology is used in about 40 percent of schools (Helgeson and others, p. 26). Most NSF materials, however, are not widely used (Wiley and Race, p. 323). Some might say that NSF programs are re sisted because the assumption on which they are based—that developers can create programs for others to \"implement\"—is mistaken. According to this view, teachers must be involved in de veloping their own curriculum, and the low usage rate of NSF-sponsored materials proves they will not use curriculums planned by others. That teachers must be involved in curriculum planning is almost beyond dispute in ASCD circles. However, the notion that development must be done at the local level does not square with findings of the re ports that teachers use textbooks (which are not locally designed) as the basis for their curriculum. Most teachers will probably continue to plan their instruction around materials produced by others. What they want are ma terials that they consider usable in every sense—academically sound but practical, suitable for students with varying back grounds and abilities, and adapt able to a variety of purposes and","PeriodicalId":345014,"journal":{"name":"The Secret Body","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1979-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122946097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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