000			04063nam a2200529Ia 4500
001			210735
003			IT-RoAPU
005			20231211163553.0
006			m|||||o||d||||||||
007			cr || ||||||||
008			231101t19671967onc fo d z eng d
020			_a9781442652101 _qprint
020			_a9781442632738 _qPDF
024	7		_a10.3138/9781442632738 _2doi
035			_a(DE-B1597)9781442632738
035			_a(DE-B1597)465735
035			_a(OCoLC)979756803
040			_aDE-B1597 _beng _cDE-B1597 _erda
050		4	_aLB1026 _b.B87 1967eb
072		7	_aEDU034000 _2bisacsh
082	0	4	_a375.009713 _223
084			_aonline - DeGruyter
245	0	0	_aNew Designs for Learning : _bHighlights of the Reports of the Ontario Curriculum Institute, 1963-1966 / _ced. by Brian Burnham.
264		1	_aToronto : _bUniversity of Toronto Press, _c[1967]
264		4	_c©1967
300			_a1 online resource (354 p.) : _b12 b&w illustrations
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	0		_aHeritage
506	0		_arestricted access _uhttp://purl.org/coar/access_right/c_16ec _fonline access with authorization _2star
520			_aThe last twenty-five years have seen unprecedented growth in the application of science in critical areas of human endeavor. Explosive acceleration in the rate of growth of learning has created unquestioned benefits but it has also served as a catalyst for social, economic, and political changes of a disturbing nature. Too often there has not been time enough to assimilate the new learning or to reach agreement on the use of powerful new technologies.How have educators responded to the need to prepare young people to live with, create, and control change? In Ontario the response was unique and dramatic. Teachers and academics, school trustees, administrators, and inspectors as well as the provincial government and private philanthropy came together to create the Ontario Curriculum Institute, chartered as a non-profit organization in January 1963. Its objectives were to study all phases of the curriculum in the schools and universities of Ontario and to disseminate the results of their research and developmental work. Studies of course content, of learning processes and instructional methodology, of school and classroom organization were launched and new learning resources, experimental programs, and demonstration classrooms were designed and executed. Findings filled seventeen small volumes to September 1966 after which the reports of the study committees were issued by the Ontario Institute for Studies in Education with which the Curriculum Institute had merged.In New Designs for Learning (which can be considered a sequel to Design for Learning, edited by Northrop Frye, University of Toronto Press, 1962) extracts from all seventeen reports, many now out-of-print, have been organized to deal with the most pressing and interesting aspects of educational reform. Selections were also chosen to provide for educator and layman alike the broadest possible grounds for assessment of the Institute's work. Discerning introductions which set the book and its individual chapters clearly in the mainstream of the curriculum reform movement have been provided by the editor.
538			_aMode of access: Internet via World Wide Web.
546			_aIn English.
588	0		_aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 01. Nov 2023)
650		0	_aEducation _xAims and objectives.
650		0	_aEducation _xCurricula _zOntario.
650		0	_aEducation _xExperimental methods.
650		0	_aPublic schools _zOntario.
650		7	_aEDUCATION / Educational Policy & Reform / General. _2bisacsh
700	1		_aBurnham, Brian _ecuratore
850			_aIT-RoAPU
856	4	0	_uhttps://www.degruyter.com/isbn/9781442632738
856	4	2	_3Cover _uhttps://www.degruyter.com/document/cover/isbn/9781442632738/original
942			_cEB
999			_c210735 _d210735