Theories of Effective Education I. Introduction II. Definitions of

A. What is learning? (Randle, Dultz)

B. Why and how do we learn? (Ebeling)

C. Content vs. relevance (Dultz, Ehrlich)

B. Combining instructional theory and curriculum;

impediments to learning (Dultz, Ebeling)

C. Testing: Assuring that learning has taken place (Dultz)

D. Can we truly consider one without the other?

This paper discusses whether teachers and administrators can and should seek a theory of instruction separate from a theory of curriculum in approaching a means to effective education. "Curriculum" is what is taught but also implies the way in which subject matter is communicated to students, while "instruction" suggests the methods used and the underlying philosophies that drive those methods. To some extent, the two are inseparable: instruction requires content, while curriculum that is not imparted by some specific means is simply stored knowledge. Yet considering each element individually before they are combined to create the educational process offers educators the opportunity to consider more clearly what they believe about both method and content. This paper considers the two issues separately and then as a connected whole,

. . .
strators, researchers, and other experts in the field grapple with spelling out the classroom content of the instructional process. Dwight W. Allen and Robert C. Brinton (1996, January-February) observe, "The U. S. educational system presently embraces, albeit unintentionally, a national curriculum defined by tradition and marketed by profit-driven textbook companies and testing services" (p. 140). They caution, "In all subject areas, it is important that we take a close look at what constitutes basic education, freed from the presumptions of teaching a subject simply because it has always been there" (p. 145). What should be taught (and, more importantly, what should actually be learned) is very much a matter of opinion. By formulating a theory of curriculum, educators can establish the groundwork from which to make specific decisions about the subject matter to be approached. This theory must also take into account the cultural scope of what is being taught. Tony R. Sanchez (1996, January-February) notes the importance of including "instructional materials that provide diverse but accurate perspectives" (p. 172). Some educators may consider the current trends toward developing a multicultural curriculum to be merely a
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Approximate Pages = 9 (250 words per page)

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