MTU Library Catalogue

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The art of educational evaluation : a personal view / Elliot W. Eisner.

By: Eisner, Elliot W [author].
Material type: materialTypeLabelBookPublisher: London : Falmer, 1985Copyright date: ©1985Description: viii, 275 pages ; 24 cm.Content type: text Media type: unmediated Carrier type: volumeISBN: 0905273613 (paperback).Subject(s): Education -- EvaluationDDC classification: 371.26
Contents:
1. Franklin Bobbitt and the "Science" of curriculum making -- 2. Educational objectives: help or hindrance? -- 3. Instructional and expressive educational objectives: their formulation and use in curriculum -- 4. Emerging models for educational evaluation -- 5. Educational connoisseurship and educational criticism: their forms and functions in educational evaluation -- 6. On the uses of educational connoisseurship and criticism for evaluating classroom life -- 7. The impoverished mind -- 8. Humanistic trends and the curriculum field -- 9. The use of qualitative forms of evaluation for improving educational practice -- 10. Mind as culture achievement -- 11. The "methodology" of qualitative evaluation: the case of educational connoisseurship and educational criticism -- 12. On the differences between artistic and scientific approaches to qualitative research -- 13. The role of the arts in cognition and curriculum -- 14. Conceiving and representing: their implications for educational evaluation -- 15. Can educational research inform educational practice?
Holdings
Item type Current library Call number Copy number Status Barcode
General lending MTU Crawford College of Art and Design Library Store 371.26 (Browse shelf(Opens below)) 1 Available 00054121
General lending MTU Crawford College of Art and Design Library Lending 371.26 (Browse shelf(Opens below)) 1 Available 00054122
Total holds: 0

Includes bibliographical references and index.

1. Franklin Bobbitt and the "Science" of curriculum making -- 2. Educational objectives: help or hindrance? -- 3. Instructional and expressive educational objectives: their formulation and use in curriculum -- 4. Emerging models for educational evaluation -- 5. Educational connoisseurship and educational criticism: their forms and functions in educational evaluation -- 6. On the uses of educational connoisseurship and criticism for evaluating classroom life -- 7. The impoverished mind -- 8. Humanistic trends and the curriculum field -- 9. The use of qualitative forms of evaluation for improving educational practice -- 10. Mind as culture achievement -- 11. The "methodology" of qualitative evaluation: the case of educational connoisseurship and educational criticism -- 12. On the differences between artistic and scientific approaches to qualitative research -- 13. The role of the arts in cognition and curriculum -- 14. Conceiving and representing: their implications for educational evaluation -- 15. Can educational research inform educational practice?