Philosophy and Education William G. Huitt
Source: Huitt, W. (Compiler). (1992, Summer). Philosophy and education. (Annotated biblography). Valdosta, GA: Valdosta State University.
Return to: | Readings in Educational Psychology | Educational Psychology Interactive |
Adler, S.. (1984). Teacher Education: Taking an Historical Perspective. ERIC NO ED243850
This paper places inquiry into teacher education in an historical and critical context, raising questions and themes which are of interest to teacher educators as well
as historians. The social contexts and human factors that influenced the development of teacher education in the United States in the 19th and 20th centuries are examined.
An inquiry is made into .the institutionalization of teachers' preparation over the past l00 years with a particular focus on developing conceptions of professionalization. The
paper identifies three paradigms of professionalization in the history of teacher preparation: teaching as a "calling," teaching as a "science," and teaching as a
"craft." The process by which the second paradigm has come to dominate thinking about teaching and teacher preparation and the effects of this domination on the
practice of teaching and preparing teachers are explored. It is noted that teaching as a "craft" is overshadowed by the dominant, technological paradigm, and it is suggested
that a more thorough examination of this paradigm by teacher educators is in order. (Author/JD)
Barger, R., & Barger, J. 1989). Do Pragmatists choose business while idealists choose education? (Or, using philosophy as a guide in academic advising). ED317904
Academic advisors want to use all available data in helping a student select a major field of study. Recent research suggests that the identification of a student's basic
philosophic viewpoint is one such piece of data that is not presently used. This study examined a random sample of college students (N=347) in order to determine the
relationship of their philosophic viewpoint to their choice of college major. Variables examined included student's scores on a philosophic preference questionnaire,
student's gender, whether or not the student was a transfer student, and whether or not the student was a candidate for teacher certification. Results indicated that the
philosophic viewpoints of idealism, realism, pragmatism, and existentialism were both real and measurable. Fine arts majors were low on pragmatism and high on idealism.
Education majors tended to be low on realism. Natural science majors were less idealistic than fine arts majors, applied science majors, and education majors. Natural
science majors were also significantly less existentialistic than health/physical education/recreation (HPER) majors. education majors, and business majors.
Humanities majors were less realistic than physical education majors and less pragmatic than HPER majors, business majors, and social science majors. Females
scored higher on idealism while males were more inclined toward realism. Males were also more pragmatic. Transfer students were teacher certification native students.
Whether students were teacher certification candidates was not significantly related to their philosophical orientation. (ABL)
Denny, M. (1991). Moving toward a Primary Program: A Self-Study. Kentucky Frankfort, KY: State Dept. of Education, Division of Early Childhood. ERIC NO: ED341463. The attributes of Kentucky's Primary Program are developmentally appropriate practices; multi-age classrooms; continuous progress; authentic assessment; qualitative reporting; professional teamwork; and parent involvement. This document serves as a guide for teachers who wish to make changes concerning these attributes as they relate to four specific areas of education. These areas are considered in four sections of the document, each of which provides a checklist of attitudes and activities relating to the area. The sections are: (1) The Learning Environment, containing statements on program philosophy and organization, learning tools, and scheduling; (2) Developmentally Appropriate Curriculum, including statements on philosophy, integrated curriculum, varied instructional strategies, and multi-age groupings; (3) Educational Partnerships, including partnerships between teachers and other teachers, assistants, specialists, principals, parents, and the community; and (4) Assessment, containing statements on student assessment and recording methods, assessment of teachers, and program assessment. A score sheet and school practices profile are included for measuring the results of the checklists. Appendixes include worksheets for teachers to use to document practices and curriculum approaches, a list of materials and supplies, descriptions of learning centers, and a delineation of the theory of multiple intelligences. (BC)
Dobson, R., & Dobson, J. (1983). The Congruency of Teachers' Beliefs and Practices. ED242678 A report is given of a procedure that may be used by teachers to reconsider their educational beliefs and practices, and determine whether their teaching behaviors are in accordance with their professed beliefs. Part I of the procedure, the Educational Beliefs System Inventory, is a 69-item inventory composed of statements of beliefs about human nature, motivation, conditions of learning, social learning, intellectual development, knowledge, and society. An equal number of statements from three different philosophic camps accompany these statements so the teacher may check a preferred philosophy. The choices are drawn from: (1) behavioristic psychology (essentialism); (2) cognitive psychology (experimentalism); and (3) humanistic psychology (existentialism). The second part of the procedure, the Educational Practice Belief Inventory, requires responses to statements on beliefs about instruction, curriculum, organization, content, materials and resources, and evaluation and provides a philosophical profile of the individual relative to the three philosophic camps. A graphic depiction of results will produce an individual profile of beliefs and practices. It is suggested that comparison and discussion of the profiles will inspire thinking and dialogue about the professional direction the teacher or faculty wish to pursue. (JD)
Dottin, E. (1987). Thinking about teacher education: Philosophical issues and perspectives. ERIC NO ED314372
Philosophical reflections are offered on the ultimate aims of education and the social mission and responsibilities of teachers. An overview is given of education in
the United States and the parallels that may be seen between the role of education in American and Nigerian societies. In discussing teacher education, it is pointed out
that it is important for teachers to fully understand the philosophy, social forces, institutions, and human relations upon which the formal educational system is based.
(JD)
Dottin, E., And Others. (1987). The Conceptual Framework for the Teacher Education Program at the University of West Florida. ERIC NO ED283783
The conceptual framework for this teacher education program is based upon the notion that the actions of individuals and/or organizations either consciously or
unconsciously flow from their beliefs. This description of the conceptual framework for the program at the university discusses the justifications for actions and statements
in the program's structure and philosophy by demonstrating the logical flow from shared convictions about the aims and goals of the program through action and
development of the knowledge base upon which the program's curriculum is based. The reasons for the existence of program components, modes of operation, and ways
of thinking about the teacher education program are explained and justified. The program's conceptual framework, which contains both philosophical and empirical
beliefs, is discussed from two angles: psychological beliefs and pedagogical beliefs. Evaluation procedures applicable to the program are described as they relate to the
conceptual framework upon which the program is based. (JD)
Ediger, M. (1976a). Philosophy of Education and the Psychology of Learning. ERIC NO: ED233990
Part 1 of this paper discusses contributions made by diverse schools of thought in the philosophy of education to the development of a relevant social studies curriculum.
The relevance of major philosophical approaches to teaching and learning is considered in light of the approaches' influences on instructors' teaching styles and
students' learning processes. Philosophies such as experimentalism, existentialism, idealism, and realism are under consideration. Each of these philosophical attitudes is
described, and its implications for teaching-learning situations are listed. In part 2, two schools of thought in the psychology of learning are discussed, and the ways they
provide direction in the selection of objectives, learning activities, and appraisal techniques are examined. The contributions of behaviorists in helping educators
understand how learning might take place are described, and the equally important tenets of humanists are discussed. (JD)
Ediger, M.(1976b). Philosophy of Education in the Curriculum. ERIC NO: ED236140 Many decisions made in the curriculum of life are philosophical.. Few choices are made empirically. In the school/class setting, teachers and supervisors need to choose from among opposite ideas: (1) programmed learning versus learning centers or open space education; (2) basal readers versus individualized reading programs; (3) stated objectives versus general goals in teaching learners; (4) teacher choice versus heavy learner input; and (5) a textbook/workbook framework versus teacher developed units. Educational philosophy has much to say in terms of implementing objectives, learning activities, and evaluation procedures in the curriculum. The experimentalist educator believes that learners need to identify and solve relevant problems in a changing society. Realists advocate using methods of science to obtain precise information involving the world as it truly is. Existentialists emphasize the importance of the individual making subjective moral commitments within an irrational world. Idealists believe that universal standards and generalizations need discovering in moving from the finite to the Infinite Being. Educators need to be students of philosophy. Diverse philosophical strands provide guidance in developing the curriculum. (JMK)
Ediger, M. (1986). Philosophy and Morality. ERIC NO: ED270357
Philosophical thinking which has stood the test of time is summarized in this document. The rationale is that all students benefit from studies of philosophical thinking emphasizing moral standards. Thinkers included are: Plato, Aristotle, Peter Abelard, Francis Bacon, Sir Thomas More, Thomas Campanella, Thomas Hobbes, Benedict Spinoza, John Locke, Immanuel Kant, Friedrich Nietzche, William James, Friederich Hegel, Karl Marx, and Bertrand Russell. (BZ);
Ediger, M. (1987). The Urban School Curriculum. ERIC NO: ED288933
This opinion paper concentrates on changes in instruction and educational philosophy necessary if urban schools are to become more effective. Learning principles for these schools should be the following: (1) teachers should assist students in developing and maintaining interest; (2) learning experiences should be meaningful; (3) students must experience challenge and success; (4) there must be a purpose to the learning; and (5) there must be balance among cognitive, affective, and psychomotor objectives. The philosophical schools of thought which can provide direction for urban schools are the following: (1) experimentalism with many problem solving exercises; (2) idealism in which the mental achievements and ideas of the students dominate; (3) realism or knowing the world as it truly exists; and (4) existentialism stressing the need for the students learning to choose and select on an individual basis. (VM)
Ediger, M. (1989). The Classics in the Literature Curriculum. ERIC NO: ED335671 Arguing that great ideas from the past possess intrinsic value and provide students with the knowledge and attitudes essential in developing the liberated mind, this paper identifies the world's significant thinkers from Plato (427-347 B.C.) to Bertrand Russell (1873-1971). Structural ideas from each philosopher are discussed in an effort to encourage teachers to incorporate these works into their courses of study. (NH)
Ediger, Marlow. (1989). Philosophical implications in the teaching of history. ERIC NO: ED316471
This paper discusses three diverse philosophical schools of thought that pertain to the teaching of history. The identification of objectives, selection of learning activities,
and methods of pupil achievement appraisal are outlined for each school of thought. Experimentalism emphasizes diverse methods of instruction, a stimulating
environment, and the importance of problem solving using relevant examples. Group activities are stressed in which pupils identify and solve problems. Essentialism
emphasizes precise content in the study of history in which measurable objectives are predetermined and written by the teacher. Pupils are not involved in developing
objectives or learning activities. Textbooks, rote learning, and memorization of facts and concepts is emphasized. Existentialism stresses the role of personal choice on the
part of learners. Each pupil is responsible for choosing between competing purposes and values in an environment involving dilemma situations. The curriculum is open-
ended and provides opportunities for free choice by learners. (AS)
Ediger, M. (1991). The Philosophical Arena and Reading. ERIC NO: ED327836
Each plan for guiding pupils to read emphasizes an inherent philosophy or philosophies of education. Existentialism encourages reading by promoting free choice
of reading material and relating decisions to results. A reading curriculum based on the tenets of realism would give the learner a view of the world as it actually
exists. Experimentalism has much to offer in developing a functional reading curriculum. As such, a person can experience, but not know, reality as it truly exists.
Idealists, on the other hand, believe that ideas represent ultimate reality in life. Because obtaining universal content through intellectual endeavors is the goal of the
idealist, the duty of the learner is to move in the direction of the "Universal Ideal" or "Infinite Mind." Each of these philosophies can contribute to reading instruction. In
any case, each student needs to attain optimally in the reading curriculum as well as in society. (SG)
Evers, C. (1986). Educational Administration and the New Philosophy of Science. ED281280
Some criticisms leveled by Richard Bates and Thomas Greenfield against traditional views of the science of administration may be justified, but they do not apply to a
science of administration based in the newly emerging philosophy of science. This paper begins by introducing these criticisms, which focus on the traditional views'
failure to accommodate values, the subjective basis of knowledge, and the functional purposes of administrative theory. The paper next reviews the new philosophy of
science, which incorporates new concepts about statements, evidence, terms, and the inexclusivity of theories. The new philosophy also involves trends away from
foundational theories of justification and toward coherence theories of justification, as well as away from instrumentalism and toward realism. The implications of these
factors for the development of a new science of administration are explored next. The importance of the role of human interpretation in understanding administration is
examined in the paper's concluding section. Distinctions are drawn between physical events in which brute facts are measurable and social situations in which causal factors
are exceedingly complex but can reasonably be assumed to be regular and structured. It is noted further that the notion of interpretation presupposes a reality subject to
interpretation. Six pages of notes are provided. (PGD)
Floden, R., & Buchmann, M.(1989). Philosophical Inquiry in Teacher Education. Issue Paper 89-6. East Lansing, MI: National Center for Research on
Teacher Education. ERIC NO ED320849
This paper analyzes how philosophy enters into inquiry in teacher education, in writings by both philosophers and nonphilosophers. Examples illustrate philosophical
activities (such as conceptual and logical analysis, positing and explaining distinctions, evoking shared ideas and values), as well as showing that philosophy plays an
important part in arguments not obviously philosophical. Commentary clarifies ways in which people can be moved to do philosophical inquiry, how much inquiry can be
carried out, and how its quality may be judged. Authors whose work is discussed include Buchmann, Combs, Dewey, Gage, Scheffler, Shulman, Wilson, and Zeichner.
Grow-Maienza, J. (1990). Teacher Education Reform and Curriculum Change: Four Cases. ERIC NO ED331816
Four case studies of institutions which have made innovations in teacher education are presented in this paper. The four institutions are the University of New Hampshire
(Durham), Austin College (Texas), the University of Florida (Gainesville), and Northeast Missouri State University (Kirksville). In each of the programs, change is
visible at two levels: substantive change that has occurred in the specific philosophy and knowledge base that drive the program, and structural change that has occurred in
the delivery of the new knowledge base. Each program has made structural moves to 5-year teacher education formats. Commonalities and differences among the programs
are discussed, including the change processes involved in bringing about curriculum innovation at each institution. A bibliography containing more than 65 references is
included. (IAH)
Guy, M. (1990). Developing a Knowledge Base for Teacher Education. ERIC NO ED344856
The paper describes how Concordia College (Minnesota) restructured its teacher education programs, beginning with secondary education, to develop a knowledge base
for teacher education. Data from a survey of employers of first year graduates, from a survey of the graduates themselves, and from comments collected from students and
the teachers working with them were reviewed along with previous evaluations of the school's programs. Student and faculty goals as well as research on education were
examined and the existing program was assessed. A philosophy statement which emphasized faculty beliefs about teacher education was drafted, and all secondary
education faculty agreed on developing a teacher education program based on the concept of reflective teaching. The faculty wrote six disposition statements to form the
parameters of the teacher education program and created objectives to help develop the stated dispositions in students. Faculty members translated the developing knowledge
base into college courses and experiences, integrating the professional education component of teacher education within the liberal arts curriculum and making it the
focus of a significant amount of academic programming. Programs were designed in three clusters, each with a field-based component; students worked with at least two
professors per cluster. An outline of the Concordia cluster program is included. (Contains 17 references) (SM)
Harnett, A. (1991). Model Programs for Middle School Teacher Preparation. Digest.Washington, DC: ERIC Clearinghouse on Teacher Education. ERIC NO
ED338593
This digest describes three teacher education program models designed to concentrate on: (1) a philosophy of middle school education; (2) an understanding of
the unique psychological, social, and intellectual needs peculiar to the 10- to 14-year-old student; (3) an ability to increase student motivation; and (4) a command
of subject area. The first program, Teaching Early Adolescents in Middle Schools (TEAMS), is offered at Ohio State University. The five quarter program enables
students to engage in classroom observation, planning and teaching, reflection seminars, study of child development, classroom management, and teaching strategies.
The Early Adolescent Block Program, offered at St. Cloud State University (Minnesota), is based on state certification requirements. Students receive an overview
of early adolescent education, observe in cooperating schools, and attend seminars where they reflect on experiences. The final program is offered at North Carolina
State University (Raleigh). A key course in this program, Teaching in the Middle Years, serves as a model for a good middle school classroom. The course uses many
of the same methods that are successful in teaching young adolescents and engages the teacher education students in the types of activities they will be using in their middle
school classes. (LL)
Mueller, D. (1992). Building a Teacher Education Knowledge Base. ERIC NO ED346021
This paper reviews several definitions and descriptions of the term knowledge base, identifies potential sources, and offers a guide for teacher education faculty who
are considering the need to undergird their programs with appropriate knowledge bases. Questions such as how to begin the process of building a knowledge base, the
steps involved, and what questions to ask are addressed, with insights from the relevant literature as well as from experience. Some suggestions for teacher educators
to begin constructing a knowledge base include: (1) analyzing and making explicit their own beliefs regarding the roles that prospective teachers must be able to fulfill in
schools and classrooms; (2) seeking a reasonable degree of consensus with the liberal arts faculty through a variety of information gathering methods; (3) committing to the
attainment of a program philosophy which will preserve and enhance institutional uniqueness; (4) developing courses and curriculum reflecting the program theme; (5)
specifying desired program outcomes; (6) selecting a set of source documents containing essential knowledge; and (7) designing a program model. A list of 23
references is appended. (LL)
National Center for Research in Vocational Education. (1987). Develop an Active Personal Philosophy of Education. Second Edition. Module I-3 of Category
I--Professional Role and Development. Professional Teacher Education Module Series.Columbus, OH: Ohio State University. ERIC NO ED323416
This document, one of more than 100 performance-based vocational teacher education modules, covers the following objectives as it prepares pre- and inservice
teachers to develop an active personal philosophy of education: (1) after completing the required reading, demonstrate knowledge of the need for developing and
maintaining a personal philosophy of education; (2) after completing the required reading, prepare a written statement expressing a personal philosophy of education and
describing the behaviors one would exhibit as a teacher as the result of each belief; (3) after completing the required reading, critique the ethical standards implied in a 1927
teachers' contract and those stated in the 1975 National Education Association's code of ethics; (4) given a case study describing the actions of a particular teacher, critique
that teacher's performance using one's own personal philosophy of education and ethical standards; and (5) after completing the required reading, prepare a written
statement expressing one's own personal philosophy of vocational-technical education and describing the behaviors one would exhibit as a teacher as a result of each belief.
After an introduction, the document contains an explanatory section on the organization of the module, required and optional learning activities, information
sheets, student self-check evaluation forms that cover learning activities, model answers for the forms, and a form on which the teacher's performance on the
module's terminal objective ("While working in an actual teaching situation, develop an active personal philosophy of education") is to be assessed. The information sheets
cover education as a profession, matching the philosophy and the situation, maintaining a personal philosophy, the definition of vocational education, goals of
vocational education, and principles of vocational education. (CML)
Nottingham, M. (1985). Philosophies, Goals and Objectives for Education. ERIC NO ED257214
This paper addresses the lack of a clear definition in the educational profession of such key terms as philosophies, goals, and objectives. Accordingly, a clear rationale
and definition is proposed for each of these terms, along with examples illustrating their appropriate use. An educational philosophy is defined as a statement of
motivating concepts and beliefs developed by the community, the school board, and the superintendent. A goal is a long-range statement of intent derived from the
philosophy, whose purpose is to provide guidelines for action. They are classified hierarchically as district goals, school-level goals, and program goals, each reflecting
the higher-level goals respectively. Mission statements, derived from goals, define specifically what is to be accomplished and are generally followed by task analysis.
Finally, objectives are measurable statements that clarify what can be expected of students as a result of instruction and learning activities. Examples are given of
performance objectives, program objectives, and process objectives. (TE)
Olsen, S. (1990). Examining the Relationship between College Core Course Areas and Sophomore Critical Thinking Test Scores. ERIC NO ED328145
A study examined the relationship between Collegiate Assessment of Academic Proficiency (CAAP) critical thinking test scores and the extent to which students met
core general education course requirements at Northeast Missouri State University (NMSU). Data used in the study were collected in required sophomore examinations
as part of an established assessment program at NMSU, using a stratified random assignment design controlling three levels of entering ability as measured by American
College Testing (ACT) composite scores. Critical Thinking was the independent variable and the CAAP Critical Thinking Test (CT) developed by ACT was the
measure of critical thinking employed. Nine core requirement areas were selected: Communications, Mathematics, Sciences, Philosophy, Literature, Fine Arts, Foreign
Languages, History and non-history Social Sciences. Patterns of critical thinking (CT) were investigated within each of these areas using a two-way unbalanced analysis of
variance design and orthogonal polynomial contrasts. Significant trends in critical thinking scores were found for communications, science, and literature. In philosophy,
a significant philosophy by ACT interaction effect was found. However, it should be noted that the relationships recognized were not necessarily cause and effect since
certain content areas are more conducive to the development of critical thinking skills than others. Appended is NMSU's Liberal Arts and Science Core Curriculum.
Includes 17 references. (LPT)
Saylor, L. (1986). The Ultimate Curriculum Guide Outline: From Philosophy to Test. ERIC NO ED336999
The curriculum guide outline (CGO) developed for the Richland School District One (Columbia, South Carolina) represents a structured effort to coordinate the
curriculum across disciplines. The CGO is an outline that guides the total curriculum content of a course and states the level of mastery acceptable for course credit. It has
five components in increasing order of specificity and measurability: philosophy, goals, objectives, performance indicators, and test items. From a broad statement of
belief (philosophy) to a specific test item that measures mastery of one small element, the CGO provides the total package for curriculum development. The philosophy is a
general statement of belief. Course goals are four or five non-measurable statements of content and belief. Objectives state what the student should do and provide the basis
by which student output is measured. They focus on achievement. Performance indicators specify exactly what skills students are expected to perform to master an
objective. Each minimum performance indicator is linked to at least four test items, three for the interim test and one for the post-test. This approach eliminates the
guesswork in deciding if a student has really mastered the course basics. (MSE)
Shaker, P. (1990). John Dewey and the Knowledge Base for the Beginning Teacher. ERIC NO ED329546
The volume "Knowledge Base for the Beginning Teacher" (KBBT), published by Pergamon Press, has been put forward by the American Association of Colleges
for Teacher Education as a guide for colleges of education seeking to establish a knowledge base for their programs. According to the book's summary, its 10
"features" closely parallel the progressive ideals of John Dewey. Neither Dewey nor a philosophy of education can be claimed, however, as sources for KBBT's assertions.
The thesis of this criticism is that KBBT's featured themes echo a theory of education laid out by John Dewey prior to 1939 and that rediscovery of these themes in a
positivist "garment" is less significant than the lack of theoretical progress provided for the field in 60 years. Or, as some leading educators have asserted, "Have we
traveled down the wrong road, seeking academic prestige rather than delivering service to our profession?" An analysis of parallel quotations from KBBT and Dewey
support this criticism. Based on this analysis, one may conclude that, while KBBT reminds readers and practitioners of past history and achievements, the book is a
manifestation of teacher education's misdirection and neglect of school reform. (JD)
Shulman, L. (1984). A Perspective on Effective Schools. ED249577
This address provides a historical perspective on the concept of school effectiveness and argues for an enlightened synthesis of normative and empirical
values. The first part, "Early Images of Effective Schooling," reviews the evolution of discourse on school effectiveness since the turn of the century. Although the early
discussions were unscientific by modern standards, these educators had a clearer conception than their modern counterparts of the values, or basic philosophical
presuppositions, underlying their view of education. A distinction is drawn between this normative view and the more modern empirical view, which defines good schools
by measurable outcomes. The second part, "Three Nightmares about Education," discusses stereotyped fears among educators: policymakers' fear of inept teachers
resisting implementation of research-based policy; teachers' fear of bureaucratic interference with their professional autonomy; and researchers' fear that their findings
are either neglected or overgeneralized in practice. The third part, "Making Your School More Effective," suggests that the conditions for making average schools
excellent may be fundamentally different from those for making poor schools marginally effective. Effectiveness can be measured empirically; excellence depends
on normative standards. The final section, ""A Radical Criterion for Effective Schools,"" suggests that effective schools are places that are educative for teachers as
well as for students. (TE)
Smith, O. (1983). Intellectualism in Pedagogical Schools. Puerto Rico Univ., Rio Piedras. ED253634
There are three types of scholars in schools of education: (1) scientists, who are primarily concerned with instrument development, research design and method, and
the application of these to the study of teaching and to nonschool influences on the development of children and youth; (2) theorists, who concern themselves with the
philosophy, social foundations, and history of education; and (3) clinicians, who are less concerned with concepts and principles, and mainly interested in helping teachers
acquire pedagogical skills. All too often, today, these groups function in isolation from one another, even though the intellectual development of educational faculties depends
upon communication between them. To correct this situation, a thoroughgoing modification of the program of teacher education is required. Basic courses in
psychology, measurement, curriculum, and other areas should routinely require students to apply their learning in laboratory work. This arrangement would involve
clinicians in the teaching of basic courses, and would provide a number of other advantages. The unfocused, non-clinical education curriculum of today results from
our seeing teacher education as primarily theoretical, as general education, and as graduate study. Only when the theorists, researchers, and clinicians begin to focus
their intellectual energies on the professional training function of schools of education will the intellectual life of these schools be revitalized. (KH)
Stoops, J., & Others. (1991). Developmentally Appropriate Early Childhood Education. Handbook on Program Development and Assessment. Portland, OR:
Chapter 1 Rural Technical Assistance Center, Region 6.; Northwest Regional Educational Lab. ERIC NO: ED341486.
This handbook is intended to help Chapter 1 project staff create a developmentally appropriate early childhood program for preschool and kindergarten through second
grade. It is a companion piece to two workshops developed to acquaint early childhood staff with developmentally appropriate practices. An introduction describes
the philosophy and effects of developmentally appropriate programs. A section on program development discusses issues critical to developing developmentally
appropriate programs, steps in program implementation, and five programs in three northwestern states. A section on program assessment considers guidelines and issues
relevant to program assessment, approaches to developmentally appropriate assessment, the establishment of desired program outcomes, and program evaluation.
A list of 15 references is provided. Appendices include: a guide to child development; a 35-item annotated bibliography; a teacher survey; a sample developmentally
appropriate curriculum; a list of activities designed to encourage parent involvement; descriptions of accountability standards for early childhood education; a summary of
characteristics of several screening and assessment instruments; a copy of a parent questionnaire; a description of desired educational outcomes; and a profile of
developmentally appropriate assessment practices. (BC)