Curriculum Materials Analysis System: Short Form. Revised Edition. SSEC Publication #145.
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| Title: | Curriculum Materials Analysis System: Short Form. Revised Edition. SSEC Publication #145. |
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| Language: | English |
| Authors: | Knight, Merle M., Social Science Education Consortium, Inc., Boulder, CO. |
| Peer Reviewed: | N |
| Page Count: | 34 |
| Publication Date: | 1971 |
| Sponsoring Agency: | National Science Foundation, Washington, DC. Office of Education (DHEW), Washington, DC. |
| Intended Audience: | Administrators; Teachers; Practitioners |
| Document Type: | Guides - Non-Classroom Tests/Questionnaires |
| Descriptors: | Community Characteristics, Content Analysis, Educational Objectives, Elementary Secondary Education, Evaluation Criteria, Evaluation Methods, Institutional Characteristics, Instructional Material Evaluation, Social Studies, Student Characteristics, Teacher Characteristics |
| Abstract: | This shortened version of the Curriculum Materials Analysis System (CMAS) was designed to serve as a helpful tool for social studies educators involved in the selection of materials for classroom use. It can be used by participants in short workshops of a few hours to a day in length and by the busy administrator or teacher who does not have time for more in-depth examinations of curriculum materials. It contains the same eight sections as the long form of the CMAS: product characteristics; rationale and objectives; content; theory and strategies; antecedent conditions (i.e., conditions that must exist with respect to pupil, teacher, school, and community in order for the curriculum materials to be successfully implemented); evaluation; background of materials development; and background of analysis. Narrative and scaled questions are provided, both of which elicit information of the most important, yet general, nature. (RM) |
| Entry Date: | 1985 |
| Accession Number: | ED252475 |
| Database: | ERIC |
| Abstract: | This shortened version of the Curriculum Materials Analysis System (CMAS) was designed to serve as a helpful tool for social studies educators involved in the selection of materials for classroom use. It can be used by participants in short workshops of a few hours to a day in length and by the busy administrator or teacher who does not have time for more in-depth examinations of curriculum materials. It contains the same eight sections as the long form of the CMAS: product characteristics; rationale and objectives; content; theory and strategies; antecedent conditions (i.e., conditions that must exist with respect to pupil, teacher, school, and community in order for the curriculum materials to be successfully implemented); evaluation; background of materials development; and background of analysis. Narrative and scaled questions are provided, both of which elicit information of the most important, yet general, nature. (RM) |
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