Tyler Rationale Research Articles

In Defense of the Tyler Rationale: As a Model for Curriculum Development

In Defense of the Tyler Rationale: As a Model for Curriculum Development

The Tyler rationale: A reappraisal and rereading

The Tyler rationale: A reappraisal and rereading

The revival of the process model in curriculum design: changes and challenges in the new taiwanese citizenship curriculum

ABSTRACT The new Taiwanese citizenship curriculum has converted its traditional bullet-point guidelines to hundreds of open-ended questions. Each question acts to initiate collective inquiry, to stimulate the sharing of lived experiences and to trigger within-class conversations. The previous pre-determined educational objectives and learning outcomes, in line with the Tyler Rationale, have been replaced by the process model. This Taiwanese case aims to prove that the process model, which emerged in the 1970s, remains relevant and applicable to current curriculum construction and this revived version may bring new perspectives to the scholarship on curriculum development. Based on interviews with fifteen curriculum developers, this article reveals the thinking behind the curriculum transformation and shows how the creation of such new guidelines is more attentive to students’ personal experiences and diverse views, and facilitates mutual understanding, conversations and the possible reaching of consensus. This approach also attracts less controversy or opposition while still managing to touch upon sensitive social topics in the curriculum.Meanwhile, the ‘Social Inquiry Method’ has also been integrated into Taiwan’s new curriculum to ensure question-based guidelines can bring about reforms to actual classroom practice, despite concerns regarding the required re-training of teachers and the ingrained exam-driven culture.

The Sphinx of American Education: Ralph Tyler's Peculiar Relationship with Standardized Testing

Standardized testing currently dominates the American educational landscape. Federal and state policy makers use standardized tests as the primary means to evaluate school performance, resulting in schools narrowing their curriculum toward experiences specifically aimed toward improving test scores. Ralph Tyler, the renowned evaluation expert from the twentieth century, had much to say about how standardized tests should be used, with warnings about the detrimental effects that ill-advised use of these tests can have on the school experience. Yet, his advice on tests garner little attention by policy makers and the public writ large. In this article, I examine Tyler's advice about how tests should be used in the school experience and then explore how Tyler's Rationale for educational evaluation may actually be linked to the contemporary paradigm that embraces high stakes testing. Although Tyler's Rationale never endorsed high stakes assessments, policy makers and educational evaluators alike, in the wake of the contemporary standards and accountability movement and the spirit of social efficiency, use the linearity of Tyler's Rationale for educational evaluation to justify the wide and farreaching use of standardized testing. These policy makers, I discuss, should strongly consider Tyler's warnings about the misuse of standardized testing in the evaluation of a school curriculum.

Engineering Curriculum Development Based on Education Theories

Education theories stress not only societal context of education, but also educational philosophy, anthropology and psychology of learning. A formal curriculum theory, viz. Taba–Tyler rationale, has been proposed to incorporate philosophical, sociological, anthropological and psychological contexts of engineering education in the curriculum. The newly developed undergraduate curriculum at the Indian Institute of Technology Ropar is based on such education theories and has been presented as a case study. It has been demonstrated that the resulting curriculum can lead to unique courses that collectively bring out unique features such as core competency, strong connection to society, hands-on learning, creativity and innovation.

Understanding the Tyler rationale: Basic Principles of Curriculum and Instruction in historical context

This historical study attempts to contribute to our understanding of the widely recognized and widely critiqued Tyler rationale for the development of curriculum and instruction by explaining it in the historical context in which Ralph Tyler developed it, by tracing its origins in Tyler’s work, and by reconstructing a history of the course, Education 360, Tyler taught at the University of Chicago. This analysis found that Basic Principles of Curriculum and Instruction, which emerged from Tyler’s field work with teachers and professors and his conception of evaluation, is best understood as a study guide that Tyler prepared for the use of his students in the course by that name that he taught during the 1940s and 1950s. This analysis found that Tyler’s rationale was remarkable in its time for its embrace of three curriculum sources, its conception of education essentially as experience, its approach to assessment as evaluation rather than as measurement, its approach to curriculum development as a problem-solving process, and its commitment to teacher participation in the development of curriculum and instruction.

The Tyler Rationale and plagiarism: A comparative Analysis of Rational book and it's revision

The Tyler Rationale and plagiarism: A comparative Analysis of Rational book and it's revision

국가직무능력표준(NCS) 기반 교육과정에 대한 비판적 고찰

본 연구는 NCS 기반 교육과정을 교육학 이론의 관점에서, 특히 Tyler의 과학적 교육과정과 이를 둘러싼 논쟁을 검토하여 최근 전문대학교에 전면적으로 도입되고 있는 NCS 기반 교육과정이 가진 한계와 과제를 제시하고자 한다. 연구 결과는 다음과 같다. 첫째, NCS 기반 교육과정의 도입은 산업체 인력수요와 대학 인재양성 간의 불일치를 해소하고 능력중심사회를 실현하기 위해 국정과제의 일환으로 추진되었다. 둘째, 청년실업의 확대, 산업인력의 고령화, 학력차별의 구조적인 문제 등을 갖고 있는 고용시장에서 인력수요 불일치 문제가 전문대학의 NCS 기반 교육과정 도입으로 해결될 수 있을지에 대한 비판적 문제의식을 제기한다. 셋째, NCS 기반 교육과정이 이론적 배경으로 하고 있는 Tyler의 과학적 교육과정개발 절차와 핵심요소를 둘러싼 정당성과 이데올로기에 대해 많은 논쟁이 이루어졌고, 그 한계가 지적되어 새로운 교육과정 패러다임으로 대체되고 있다는 점에서 NCS 기반 교육과정의 도입에 대한 재검토가 요구된다. 넷째, 다양한 한계 내에서도 NCS 기반 교육과정의 도입 목적을 실현하기 위해서는 인력수요의 불일치 문제와 관련한 사회 경제 정치적 관계의 구조적 특성을 고려하여 해결점을 찾아야하고, 직무 능력과 표준에 대한 규정의 주체 문제, 창의적 융복합 시대에서 NCS의 사회적 유효성 문제, 교육과정의 정체성과 이에 대한 다양한 이론적 관점 및 실천이 고려되어야 한다는 점을 제안한다. This article critically examines the backgrounds and meanings of National Competency Standards (NCS) that is employed by Korean colleges for managing performance-based, competency-based curriculum. Findings are as follows: 1) the NCS-based curriculum was primarily adopted to enhance students' business competency for their successes in a competitive job market. 2) NCS is questioned its efficacy to resolve Korean employment issues in a serious economic structure in which a growing number of jobless youth and aged employees and education discrimination are involved. 3) NCS, with its emphasis on the Tyler Rationale and principles of scientific curriculum development, has many criticisms due to its technical approaches to educational processes and needs to be replaced with an alternative paradigm. 4) This article suggests that administrators, policy makers, and educators seek ways to resolve NCS issues considering contextual features of Korean job market and rethinking NCS ideology in the education process. A need for curriculum reconceptualisation is discussed.

Phenomenology and curriculum implementation: discerning a living curriculum through the analysis of Ted Aoki’s situational praxis

The argumentation in this paper is grounded in a critical and conceptual analysis of Ted Aoki’s phenomenology, wherein curriculum is read as phenomenological text. The problem explored emerges from Aoki’s critique of the Tyler rationale for curriculum design, implementation and evaluation as it is conceived and practised in contemporary standardized education, which is driven by the ideology of social efficiency. Aoki focuses on the way in which the scientific and technical modes of curriculum implementation preclude particular modes of Being-in-the-world because curriculum implementation, as a technical and instrumental process, reduces both educators and students to epistemological subjects, and beyond, objects of knowledge. By focusing on curriculum implementation as a form of ‘situational-praxis’ as opposed to ‘instrumental-action’, this paper concludes, it is possible to put educators and students in touch with the ontological aspects of their Being-in-the-world. Aoki’s practice of phenomenology reveals an understanding of an attuned mode of human transcendence in learning, which opens the possibility for an authentic educational experience where educators and students dwell in the midst of the curriculum’s unfolding as an ontological phenomenon.

The Sphinx of American Education: Ralph Tyler's Peculiar Relationship with Standardized Testing

Standardized testing currently dominates the American educational landscape. Federal and state policy makers use standardized tests as the primary means to evaluate school performance, resulting in schools narrowing their curriculum toward experiences specifically aimed toward improving test scores. Ralph Tyler, the renowned evaluation expert from the twentieth century, had much to say about how standardized tests should be used, with warnings about the detrimental effects that ill-advised use of these tests can have on the school experience. Yet, his advice on tests garner little attention by policy makers and the public writ large. In this article, I examine Tyler's advice about how tests should be used in the school experience and then explore how Tyler's Rationale for educational evaluation may actually be linked to the contemporary paradigm that embraces high stakes testing. Although Tyler's Rationale never endorsed high stakes assessments, policy makers and educational evaluators alike, in the wake of the contemporary standards and accountability movement and the spirit of social efficiency, use the linearity of Tyler's Rationale for educational evaluation to justify the wide and farreaching use of standardized testing. These policy makers, I discuss, should strongly consider Tyler's warnings about the misuse of standardized testing in the evaluation of a school curriculum.

Editorial

We write curriculum documents that are full of good intentions – ambitious musical aims, the highest educational aspirations and holistic principles that place the learner at the centre. Yet, in many ways, curriculum writing is an exercise in asserting control of what and how we might teach. The notion of the intended curriculum, that is, explicit goals to determine the outcome of learning, has its roots in what became known as the Tyler Rationale and has continued to influence curriculum inquiry, planning, development, test construction and learning outcomes to the present day (Schubert, 2008). In Basic Principles of Curriculum and Instruction, Ralph Tyler (1949) formulated a deceptively simple structure that has guided curriculum developers and researchers for over fifty years. This entailed: (i) Defining appropriate learning objectives, (ii) Introducing useful learning experiences, (iii) Organising experiences to maximise their effect; and (iv) Evaluating the process and revising the areas that were not effective. According to Schubert (2008), many curriculum scholars and developers ignored several other aspects of Tyler's work and many of his other recommendations were lost in the tendency to follow his curriculum ‘recipe’ in schools, state departments or ministries of education. What Tyler had argued was that perspectives be sought from other philosophical and psychological positions, and that the influences of society, the individual, and other disciplines also be considered. He also believed that learning experiences were more important than activities or content. Moreover, he asserted that non-school experiences of students and their active social lives were also worthy of study and finally, he believed that the four steps in his model should not be used in the order presented in his text, but according to situation need. However, only the bones of Tyler's message survived while his more embodied emphasis on careful attention to context and nuance in student lives was overlooked in the process (Schubert, 2008).

A review on the Tyler Rationale: In the context of a ‘teacher-proof curriculum’

A review on the Tyler Rationale: In the context of a ‘teacher-proof curriculum’

Scrutinizing the Explicit, the Implicit and the Unsustainable: A Model for Holistic Transformation of a Course for Sustainability

Scrutinizing the Explicit, the Implicit and the Unsustainable: A Model for Holistic Transformation of a Course for SustainabilityThe purpose of this qualitative case study is to describe the development and implementation of a model for course redevelopment for education for sustainable development (ESD). The theoretical approaches to curriculum development of Ralph Tyler (1949) and Elliot Eisner (2002) were influential in the development of the model. The Tyler Rationale (Tyler, 1949) provided general scaffolding for the process and was particularly useful for the development of learning outcomes, while the philosophy of Eisner (2002), complementary to the tenets of ESD, was instrumental in designing classroom experiences to deliver the learning outcomes. Importantly, the model provides a way to empower the individual educator to integrate ESD at the course level as well as a useful mechanism to ensure the holistic application of ESD, aligning sustainability with the predilections of any discipline. This paper demonstrates the use of the model to redevelop an apparel product development course, reframing it for sustainability and sustainable development. The new course was piloted and has now been offered twice since its inception, resulting in a positive students' learning experience.

Appeals and Pitfalls of Tyler Rationale into Curriculum Development

교육목표를 절대시하는 사고방식과 더불어 학습경험을 신성시하는 사고방식은 교육 혹은 수업에 관한 우리의 마음을 지배하는 두 가지 기본적인 통념에 해당한다. 타일러의 교육과정 모형은 우리가 품고 있는 그러한 통념을 지침의 형태로 체계화하는 과정에서 구축되었다. 그러므로 타일러의 교육과정 모형이 자아내는 매력의 이면에 어떤 함정이 도사리고 있는가를 입체적으로 검토하는 일은 교육에 관한 우리의 통념이 안고 있는 난점을 확인하는 동시에 그것을 극복하는 방안을 모색하는 한 가지 방안으로 파악될 수 있다. 보비트에서 시작하여 블룸과 메이거로 이어지는 타일러의 교육과정 모형은 이 점에서 우리의 입체적인 검토를 기다리는 교육학의 한 가지 심각한 과제라고 말할 수 있다.

IDENTIFYING CONTENT FOR AN OPEN COURSEWARE PRE-SERVICE AGRICULTURAL EDUCATION PROGRAM PLANNING COURSE

This study focused on the development of a pre-service agricultural education “Program Planning” course that could be utilized nationally for preparing high school agricultural science and business teachers. The researchers created a course that would meet the needs of agricultural education students, teachers, and faculty across the United States in the form of open courseware. Using the Tyler Rationale, the subjects of the study were teachers (learners), teacher educators (subject specialists), and 22 university program planning course syllabi collected from agricultural education teacher preparation programs. A collective list of content items was derived from the course syllabi. Outstanding high school agricultural education teachers and university teacher educators were asked to rate the importance of each item. Only those items rated as important by both groups were incorporated into a new curriculum framework for the course. Overall, 59 content items were considered important by both groups and recommended for inclusion in the program planning course. The 59 items were grouped into twelve categories. The categories included Introduction to Program Planning, Program Goals, Program Evaluation, Program Needs Assessment, Professionalism, Curriculum Planning, Program Budgeting/Funding, Advisory Committees, Recruiting and Marketing, Summer Programs, Legal and Safety Issues, and Total Agricultural Education Program.

A Manifesto for Instructional Technology: Hyperpedagogy

We believe hypertext and hypermedia solidify bold and original ideas having the power to open new realms of creative possibility. Unfortunately, we find the new tools encrusted within concepts borrowed from traditional curriculum theory and instructional design. Our goal in this paper is to liberate hypertext; doing so requires challenging Western metaphysics. We rely on the philosophy of John Dewey to disclose this metaphysics and propose an alternative. The paper reviews dominant models of curriculum, especially Ralph Tyler's, revealing their concealed metaphysical assumptions. Our efforts are greatly aided by Herbert M. Kliebard's critique of the Tyler rationale, exposing the fact that, in spite of its inflated claims, all there is to Tyler's rationale is “the philosophical screen.” That is also all we think there is to all the dominant models of curriculum. We show that the philosophical screen is largely comprised of a concealed metaphysics before concluding by showing how hypertext and hypermedia, freed of dogmatic metaphysics, may yield what we call hyperpedagogy, based upon theories of emergent pedagogy and transactional metaphysics.

A Manifesto for Instructional Technology: Hyperpedagogy

We believe hypertext and hypermedia solidify bold and original ideas having the power to open new realms of creative possibility. Unfortunately, we find the new tools encrusted within concepts borrowed from traditional curriculum theory and instructional design. Our goal in this paper is to liberate hypertext; doing so requires challenging Western metaphysics. We rely on the philosophy of John Dewey to disclose this metaphysics and propose an alternative. The paper reviews dominant models of curriculum, especially Ralph Tyler's, revealing their concealed metaphysical assumptions. Our efforts are greatly aided by Herbert M. Kliebard's critique of the Tyler rationale, exposing the fact that, in spite of its inflated claims, all there is to Tyler's rationale is “the philosophical screen.” That is also all we think there is to all the dominant models of curriculum. We show that the philosophical screen is largely comprised of a concealed metaphysics before concluding by showing how hypertext and hypermedia, freed of dogmatic metaphysics, may yield what we call hyperpedagogy, based upon theories of emergent pedagogy and transactional metaphysics.

Curriculum as policy: some implications of contemporary policy studies for the analysis of curriculum policy, with particular reference to post‐primary curriculum policy in the Republic of Ireland

ABSTRACTAn overview of contemporary curriculum discourse shows a worrying drift to the technical; in current curriculum debates, technique is winning out over substance, procedures over principles. This article shows how this theoretical vacuum is ascribed by many in the field to the dominance of the Tyler rationale in curriculum planning. However, the symptoms of means‐end rationality are not confined to curriculum ‐ they are found across the breadth of educational studies and have reached epidemic proportions, suggests the article, in the discourse of educational reform. A number of serious implications for the lack of analysis of curriculum policy are identified and particular reference is made to the Republic of Ireland where, it is suggested, the size of the education system should facilitate greater debate. Instead, the discussions focus on the management rather than the meaning of change. In searching for sources for new curriculum theory,the author suggests that the field of policy studies offers considerable potential, in particular the work of Stephen Ball on mapping the policy cycle. The possibilities for a theory of curriculum as policies are explored. A model of a curriculum policy cycle is proposed and subjected to some analysis.

Interpretations of the TylerRationale: a reply to Kliebard

(1995). Interpretations of the Tyler Rationale: a reply to Kliebard. Journal of Curriculum Studies: Vol. 27, No. 1, pp. 89-94.

Forging the American Curriculum: Essays in Curriculum History and Theory

Section I: Essays in Curriculum History 1. The Decline of Humanistic Studies in the American School Curriculum. 2. The Liberal Arts Curriculum and Its Enemies: The Effort to Redefine General Education. 3. Keeping Out of Nature's Way: The Rise and Fall of Child-Study as the Basis for Curriculum, 1880-1905. 4. Dewey and the Herbartians: The Genesis of a Theory of Curriculum. 5. The Rise of Scientific Curriculum-Making and Its Aftermath. 6. Success and Failure in Educational Reform: Are There Historical `Lessons'? Section II: Essays in Curriculum Theory 7. Bureaucracy and Curriculum Theory. 8. What Is the Question in Teacher Education? 9. The Tyler Rationale. 10. Curriculum Theory: Give Me a `For Instance'. 11. Vocational Education as Symbolic Action: Connecting Schooling with the Workplace. 12. Curriculum Theory as Metaphor.