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Basic Principles of Curriculum and Instruction First Edition, Revised Edition

16 customer reviews
ISBN-13: 978-0226086507
ISBN-10: 022608650X
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Frequently Bought Together

  • Basic Principles of Curriculum and Instruction
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  • The School and Society and The Child and the Curriculum (Centennial Publications of The University of Chicago Press)
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Editorial Reviews


"Tyler addresses the essential purposes of teaching in a way that still has relevance for contemporary students of education, and communicates to them how important and timeless the quality of the pupil-teacher interaction actually is."
(Times Higher Education)

About the Author

Ralph W. Tyler (1902–94) was professor of education and dean of the Division of the Social Sciences at the University of Chicago. He also served as founding director of the Center for Advanced Study in the Behavioral Sciences and chaired the committee that eventually developed the National Assessment of Educational Progress. 

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Product Details

  • Paperback: 144 pages
  • Publisher: University Of Chicago Press; First Edition, Revised edition (August 9, 2013)
  • Language: English
  • ISBN-10: 022608650X
  • ISBN-13: 978-0226086507
  • Product Dimensions: 5.5 x 0.7 x 8.5 inches
  • Shipping Weight: 0.3 ounces (View shipping rates and policies)
  • Average Customer Review: 4.9 out of 5 stars  See all reviews (16 customer reviews)
  • Amazon Best Sellers Rank: #67,888 in Books (See Top 100 in Books)

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Most Helpful Customer Reviews

1 of 1 people found the following review helpful By Ravichandra Debie on November 9, 2014
Format: Kindle Edition Verified Purchase
This is an excellent book for those studying curriculum development. It is one of those pieces of work that everyone must read and study. The curriculum theories are in the modernist model, and provides a good foundation to start. I would recommend this as a course book anytime!
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Format: Paperback Verified Purchase
Asma Bin Ateeq
Without reading this book, the educators will design a poor curriculum. It is really important for all educators to look at it especially and curriculum designers. Like a typical designer, educators should make sure to keep the students’ desires and interests in mind, trying to make the activities easy and uncomplicated while making up for a lack of substance with plenty of fun and lack learning at the end of the day. These concepts and ideas are simplistic and lacking in structure and focus, which oftentimes led the teachers off-topic to peripheral subject. Looking back to my first year of teaching, my plans for the days seemed absent of imagination, intellectual rigor, and a clear sense of enduring value. In fact, I feel quite embarrassed at the plainness of my ideas compared to where I am now after reading the book. In Tyler’s book, the educators will learn how to design a curriculum, considering really important steps/stages.
Having learned about Tyler's ideas, my understanding of curriculum design has broadened a great deal, and I am now able to have a much wider perspective on how to create a successful unit; one that enables me to actually have evidence that my students have deeply understood and absorbed the subject matter. With the Tyler's way, however, I am able to let go of my old habits of thinking and take on the assessor’s perspective, which is concerned with the criteria and validity for judging objectives. He goes into great detail on this step explaining where you should get the objectives for the curriculum you are writing.
After reading chapter one, you will be able to begin identifying the goals by considering the five sources: the learner, the community, subjects, Philosophy, Psychology.
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Format: Paperback Verified Purchase
This edition of Tyler’s Basic Principles of Curriculum and Instruction begins with a thought-provoking forward by Peter S. Hlebowitsh that sets the stage for readers to understand the role that Tyler’s work initially played, and continues to play, for educators and all those involved with curriculum and program development. Hlebowitsh addresses some of the critiques commonly leveled at Tyler’s Rationale. He also points out aspects of the work that must be read with consideration for the full context of the discussion if they are to be interpreted correctly.

The Rationale presented in this text follows an extremely linear path, which at times can lead to a somewhat dry read. Yet the linear structure of Tyler’s writing also supports the use of this text as a guidebook for basic direction on program and curriculum revision or development. Tyler provides a logical way of determining the overarching objectives, which then serve as the foundation for subsequent development efforts. Within this process, he emphasizes the need for consideration and alignment of the program’s philosophy, perspectives related to the psychological (cognitive) process of learning, intended responsiveness to the needs of the learners, desired connections between student learning and contemporary society, and chosen type of interaction with subject specialists and their work.

Tyler provides readers with a step-by-step path to creating learning experiences that are intentionally and strategically designed and organized to achieve the overarching objectives over the course of the program. He stresses the need for evaluation both to assess student learning attributable to the program and to refine the program itself.
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Format: Paperback
Tyler’s book Basic Principles of Curriculum and Instruction has influenced readers involved in education for a long time. He displays the curriculum and instruction planning process starting every chapter with a question, and he answers these questions indirectly through an effective explanation. Tyler also illustrates some distinctive examples and experiments that show the educational program as an effective and clear educational instrument.

The book talks about five important chapters. To start, he discusses determining educational objectives and some sources that clarify how to obtain these objectives. He states that the real educational objective is the important changes that occur in student’s behavior through activities that are planned by teachers and carried out by students. He says, “ no single source of information is adequate to provide a basis for wise and comprehensive decisions about the objectives of the school” (Tyler, 1949, p. 5). This means Tyler finds out that no one source contains enough information to offer good decisions about schools’ objectives.

In the next chapter, he demonstrates how to select learning experiences to achieve these objectives. Tyler must set the common kinds of objectives by determining the effective learning experiences to attain them. The important kinds of learning experiences according to Tyler are ones that are useful to improve skills in thinking, getting information, developing social attitude, and developing interests.
Then in chapter three, Tyler talks about organizing learning experiences and he determines effective organizing criteria: continuity, sequence, and integration.
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