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Organization and Sequence of the Curriculum


by G. T. Buswell 1942

One of the principal ways in which a school attempts to direct the learning of its pupils is by controlling the situations which make up its curriculum. The child's responses to these situations are determined not only by the nature of the content of the curriculum, but also by its organization and sequence. The selection of content is a problem which concerns others as well as psychologists, but the organization and sequence of whatever content is selected involve decisions which are primarily within the province of psychology. It is the function of this chapter to examine the contributions that psychology can offer to the curriculum maker.


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This article originally appeared as NSSE Yearbook Vol 41, No. 2.


Cite This Article as: Teachers College Record Volume 43 Number 10, 1942, p. 445-463
http://www.tcrecord.org ID Number: 20475, Date Accessed: 12/17/2017 6:37:51 PM

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