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Curriculum Development versus Education


by Gary A. Klein 1983

Curriculum developers assume that tasks to be learned are basically procedural and can be broken down into component elements. This approach may be useful for managing instruction, but it can interfere with the quality of education. True proficiency does not depend on following rules and procedures. (Source: ERIC)


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Cite This Article as: Teachers College Record Volume 84 Number 4, 1983, p. 821-836
http://www.tcrecord.org ID Number: 782, Date Accessed: 5/29/2017 3:45:57 AM

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About the Author
  • Gary Klein
    Wilberforce University, Ohio
    GARY A. KLEIN is associate professor of psychology at Wilberforce University, Wilberforce, Ohio. He is also the president of a research and development company examining issues in applied cognition research, such as perceptual learning descrip-tions of proficient performance, and the role of analogical reasoning in making technological predictions.
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