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Ed 052 998 Author Title Institution Spons Agency Pub Date DOCUMENT RESUME ED 052 998 SO 000 890 AUTHOR Andreas, Burton G.; And Others TITLE Research into Process Curricula. INSTITUTION Eastern Regional Inst. for Education, Syracuse, N.Y. SPONS AGENCY Office of Education (DHEW) ,Washington, D.C. PUB DATE Mar 70 NOTE 199p.; Papers presented at the Annual Convention, American Educational Research Association, New York, New York, 1970 EDRS PRICE EDRS Price MF-$0.65 HC-$6.58 DESCRIPTORS Cognitive Objectives, *Consultation Programs, *Curriculum Development, *Curriculum Evaluation, Curriculum Research, *Diffusion, Educational Innovation, Educational Needs, Educational Objectives, Elementary Grades, *Inservice Education, Science Curriculum, Student Centered Curriculum IDENTIFIERS Curriculum Implementation, *Process Education ABSTRACT These papers are related to the basic comprehensive research and development plan of the Eastern Regional Institute for Education (ERIE) .The first paper, Improving Process Education: A Comprehensive Plan by Burton G. Andreas, describes the comprehensive plan and introduces the succeeding papers. The goals of the program are to improve process education in elementary schools by: 1) assisting administrators with the selection and installation of process-oriented curricula; 2)providing, and causing to be provided, the necessary inservice preparation for teachers; 3) monitoring the curriculum installation by offering regular assessment and consultant services; and, 4)using evaluative feedback to improve upon these installation and diffusion strategies. The other papers are: 1) Analysis of Process Curricula, by Henry P. Cole and Albert Seferian; 2) Curriculum Augmentation and Validation, by Henry P. Cole; 3) Curriculum Installation and Diffusion Strategies, by James M.Mahan; 4) Evaluation of Curricular Programs, by Richard C. Wallace, Jr. and Richard Shavelson; and, 5)Variables Affecting Installation by Richard S. Andrulis. References and statistical tables are included. (Author/D3B) Published by the Eastern Regional Institute for Education, a private non-profit corporation supported in part as a regional educational laboratory by funds from the United States Office of Education, Department of Health, Education, and Welfare. The opinions expressed in this publication do not necessarily reflect the position or policy of the Office of Education, and no official endorsement by the Office of Education should be inferred. 7 a series of related papers presented at the 1970 Annual Meeting of the American Educational Research Association by staff members of the Eastern Regional Institute for Education U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIG. INATING IT POINTS OF VIEW OR OPIN IONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDU CATION POSITION OR POLICY RESEARCH INTO PROCESS CURRICULA Burton G. Andreas Henry P. Cole and Albert Seferian Henry P. Cole James M. Mahan Richard C. Wallace, Jr. and Richard J. Shaveison Richard S. Andrulis March 1970 Eastern Regional Institute for Education 635 James Street Syracuse, New York 13203 2 TABLE OF CONTENTS page IMPROVING PROCESS EDUCATION: A COMPREHENSIVE PLAN Burton G. Andreas 1 ANALYSIS OF PROCESS CURRICULA Henry P.Cole and Albert Seferian Activity Preceding the Identification and Analysis of Process Curricula 15 Identification and Selection of Exemplary Process Curricula and the Delineation of "Process" . 22 Table 1. ERIE Criteria for the Selection of Curricular Materials and Programs for Analysis Under the Plan for ADEPT 25 Table 2. Behavioral Relationships Between Two Process Schemata 36 Results and Conclusions 39 Table 3. Process Curricula Recommended and Subsequently Chosen by ERIE for Installation in Laboratory Schools 42 Summary 45 Appendices A. Initial List of Processes Relevant to the ADEPT Effort 47 B. Partial Listing of Sources Contacted in Search for Curricula for Process Education. 54 C. Criteria for Selection of Curricular Materials 58 3 iii Table of Contents (cont'd) page CURRICULUM AUGMENTATION AND VALIDATION Henry P.Cole Activity Preceding Curricular Augmentation and Validation 70 Ongoing Curricular Augmentation and Validation Activity 77 Problems Encountered in the Collaborative School Venture 88 Results and Conclusions 95 Summary 99 References . 102 CURRICULUM INSTALLATION AND DIFFUSION STRATEGIES James M. Mahan Background of ERIE's Effort 106 Objectives for the Process Curriculum Installation and Diffusion Effort 108 The Initial Installation and Diffusion Strategy. 112 Modifications to the Initial Curriculum Installation and Diffusion Strategy. .. ... 122 Table 1. ERIE's Reappraisal of Fifteen Basic Assumptions on Curriculum Installation and Diffusion: Based on Two Years' Field Experience 124 Summary 127 Appendices A. Selected Data Germane to ERIE's Installation and Diffusion Activities , . 131 References 142 iv Table of Contents (cont'd) page EVALUATION OF CURRICULAR PROGRAMS Richard C.Wallace, Jr. and Richard J. Shavelson Introduction 143 Selected Concepts in Evaluation Theory 144 General Systems Theory and a Systems Analytic Model 146 Framework for a Systems Analytic Model .... 150 Fig. 1. Skeleton View of a Systems Analytic Model 151 Fig. 2. Systems Model for Program Evaluation . 155 Application of the Model to a Specific Problem . 156 Table 1. Application of ERIE's Evaluation System with Pupils as Central Subsystem 160 Table 2. Application of ERIE's Evaluation System with Teachers as Central Subsystem 161 References 164 VARIABLES AFFECTING INSTALLATION Richard S. Andrulis 165 Table 1. Means, standard deviations and Pearson Product Moment Coefficients of Correlation of school and teacher demographic data with the criteria of the program director's rankings, the criteria of number of lessons taught by each teacher, and all students average percent acceptable scores obtained for each teacher on Science--A Process Approach competency items during the 1968-1969 academic year 176 Table of Contents (cont'd) page VARIABLES AFFECTING INSTALLATION (cont'd) Table 2. Means, standard deviations and Pearson Product Moment Coefficient of Correlation of scores on the Purdue Teacher Opinionaire, Organizational Climate Index (OCI), and Activities Index (AI) with the criteria of the director's rankings, and the criteria of the number of lessons taught by each teacher and all students average acceptable scores obtained for each teacher on Science--A Process Approach items during the 1968-69 academic year 179 Table3.Means, standard deviations and values for Science--A Process Approach vs. non- Science--A Process Approach teachers on the three inventories of the Purdue Teacher Opinionaire, the Activities Index, and the Organizational Climate Inventory 181 Table4.Pearson Product Moment Coefficient of Correlation between the teacher and principal and teacher and consultant on the Purdue Teacher Opinionaire . 183 Table5.Pearson Product Moment Coefficient of Correlation among the criterion vari- ables obtained from the program director's rankings and the criteria of the number of lessons taught by each teacher and the students average percent acceptable scores obtained for each teacher on Science--A Process Approach competency items during the 1968-1969 academic year. The variables are the director's composite ranking of success- ful installation, comprised of the instructional progress of the school, the degree of resistance, independence exhibited by the school, the teachers' reports of number of science exercises taught, and student proficiency on competency items 184 References 192 vP 1 IMPROVING PROCESS EDUCATION: A COMPREHENSIVE PLAN Burton G. Andreas Before considering the objectives of the program plan to be described, a few prefatory remarks may be use- ful to indicate the purpose and scope of this paper and its relation to those which follow. The comprehensive research and development plan with which our series of related papers is concerned is actually the basic program plan of the Eastern Regional Institute for Education during one phase of an evolving effort to carry out the mission of the laboratory. This mission is to improve process- oriented education in elementary schools. Different facets of the work are covered in the reports to follow. It is my task to acquaint you with the framework within which our effort has been progressing. First, we need to ex- amine the broad goals toward which the laboratory's activity is directed. The objectives of our program are based directly on the educational needs of elementary school children. The years which a child spends in elementary school are years of significant growth and development, both physically and mentally. We see it as a major task for the school to assist each child in acquiring and refining skills and processes in the cognitive, affective, and psychomotor domains. Our conceptualization of this deliberate 7 2 promOting of intellectual processes is closest to that of Gagne-, although the research, theory, and practices of numerous educators, child development specialists, and psychologists have contributed to our approach. The work and writings of these scholars--taken in sum--suggest that schools should foster the development and sharpening of a great number of classes of mental processes and skills. Among the target categories an illus- trative sample might include attention, observation, classi- fication, inquiry, hypothesis-formation, and clarification of values. This brief list is merely suggestive of areas of concern. We tend
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