LEADER 04618nam 2200589 450 001 9910460949103321 005 20200520144314.0 010 $a1-4426-3273-9 024 7 $a10.3138/9781442632738 035 $a(CKB)3710000000433147 035 $a(EBL)3432131 035 $a(OCoLC)929153423 035 $a(MiAaPQ)EBC4669319 035 $a(CEL)449941 035 $a(OCoLC)918589071 035 $a(CaBNVSL)kck00235798 035 $a(DE-B1597)465735 035 $a(OCoLC)979756803 035 $a(DE-B1597)9781442632738 035 $a(Au-PeEL)EBL4669319 035 $a(CaPaEBR)ebr11255861 035 $a(OCoLC)958557623 035 $a(EXLCZ)993710000000433147 100 $a20160920h19671967 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aNew designs for learning $ehighlights of the reports of the Ontario Curriculum Institute 1963-1966 /$fedited and with introductions by Brian Burnham 210 1$a[Toronto, Ontario] :$cUniversity of Toronto Press,$d1967. 210 4$dİ1967 215 $a1 online resource (350 p.) 225 0 $aHeritage 311 $a1-4426-5210-1 320 $aIncludes bibliographies. 327 $tFrontmatter -- $tPreface -- $tContents -- $tEditor's Note -- $tIntroduction -- $tIntroduction -- $tSocial and Individual Aspects of the Curriculum -- $tFor Whom We Teach -- $tA Curriculum Credo -- $tIntroduction -- $tReading -- $tScience -- $tMathematics -- $tModern Languages -- $tThe Humanities and The Social Sciences -- $tIntroduction -- $tOverview -- $tTeaching Materials in the Reading Programme -- $tIntroduction -- $tEvaluating the Curriculum -- $tEvaluation in the Reading Programme -- $tIntroduction -- $tSuggested Research Topics -- $tNeeded Curriculum Research -- $tIntroduction -- $tCurriculum Change -- $tInstructional Trends in the United States -- $tA New Model For Educational Research and Development -- $tGovernors of The Ontario Curriculum Institute, 1963 - 1966 330 $aThe last twenty-five years have seen unprecedented growth in the application of science in critical areas of human endeavor. Explosive acceleration in the rate of growth of learning has created unquestioned benefits but it has also served as a catalyst for social, economic, and political changes of a disturbing nature. Too often there has not been time enough to assimilate the new learning or to reach agreement on the use of powerful new technologies.How have educators responded to the need to prepare young people to live with, create, and control change? In Ontario the response was unique and dramatic. Teachers and academics, school trustees, administrators, and inspectors as well as the provincial government and private philanthropy came together to create the Ontario Curriculum Institute, chartered as a non-profit organization in January 1963. Its objectives were to study all phases of the curriculum in the schools and universities of Ontario and to disseminate the results of their research and developmental work. Studies of course content, of learning processes and instructional methodology, of school and classroom organization were launched and new learning resources, experimental programs, and demonstration classrooms were designed and executed. Findings filled seventeen small volumes to September 1966 after which the reports of the study committees were issued by the Ontario Institute for Studies in Education with which the Curriculum Institute had merged.In New Designs for Learning (which can be considered a sequel to Design for Learning, edited by Northrop Frye, University of Toronto Press, 1962) extracts from all seventeen reports, many now out-of-print, have been organized to deal with the most pressing and interesting aspects of educational reform. Selections were also chosen to provide for educator and layman alike the broadest possible grounds for assessment of the Institute?s work. Discerning introductions which set the book and its individual chapters clearly in the mainstream of the curriculum reform movement have been provided by the editor. 606 $aEducation$xAims and objectives 606 $aPublic schools$xCurricula$zOntario$zToronto 608 $aElectronic books. 615 0$aEducation$xAims and objectives. 615 0$aPublic schools$xCurricula 676 $a370.11 702 $aBurnham$b Brian 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910460949103321 996 $aNew designs for learning$92212853 997 $aUNINA