Perceptions of curriculum development practices exemplary of the Instructional Development Institute model: a systems model for curriculum development

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1975

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The purpose of this study was to determine if the curriculum development practices applied by local education agencies (LEAs) having participated in Instructional Development Institutes conducted in the Greater Houston Area differ from those practices applied by local education agencies whose personnel had not been trained. The nature of relationships between perceived curriculum development practices exemplary of the 'Instructional Development' process in participant LEAs and descriptive characteristics such as district size, involvement of the superintendent in 'Instructional Development,' time elapsed since training and professional positions of the respondents were also addressed. A secondary purpose was to determine if the attitude of former Instructional Development Institute participants remained positive toward the Instructional Development process with the passage of time. Ten research hypothesis were formulated and tested to resolve each question addressed by the problem statement. A review of the literature related to the Instructional Development Institute model as well as literature relevant to the application of systems theory in curriculum development was conducted. The Instructional Development Institute model was found to be generally consistent with other systems models for curriculum development but was found to be unique in the method used to convey systemic curriculum development skills to professional educators. A questionnaire was developed by the researcher ('Curriculum Development Practices Questionnaire') and used in conjunction with an attitude instrument titled 'Attitude Toward Instructional Development.' The two instruments were distributed to former Instructional Development Institute participants and 75.34 percent of the instruments were returned. The 'Curriculum Development Practices Questionnaire' was also distributed to a stratified random sample of professional personnel in nine control local education agencies. [...]

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