Foreword Introduction 1. Franklin Bobbitt and the ‘Science’ of Curriculum Making 2. Educational Objectives: Help or Hindrance? 3. Instructional and Expressive Educational Objectives: Their Formulation and Use in Curriculum 4. Emerging Models for Educational Evaluation 5. Educational Connoisseurship and Educational Criticism: Their Forms and Functions in Educational Evaluation 6. On the Uses of Educational Connoisseurship and Criticism for Evaluating Classroom Life 7. The Impoverished Mind 8. Humanistic Trends and the Curriculum Field 9. The Use of Qualitative Forms of Evaluation for Improving Educational Practice 10. Mind as Cultural Achievement 11. The ‘Methodology’ of Qualitative Evaluation: The Case of Educational Connoisseurship and Educational Criticism 12. On the Differences Between Artistic and Scientific Approaches to Qualitative Research 13. The Role of the Arts in Cognition and Curriculum 14. Conceiving and Representing: Their Implications for Educational Evaluation 15. Can Educational Research Inform Educational Practice?
Biography
Elliot W. Eisner
