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MODELS FOR CURRICULUM DEVELOPMENT - ed

MODELS FOR CURRICULUM DEVELOPMENT - ed

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the curriculum developer need not start with aims. A wcakne~s of both models is the implication that all of the outcomes of an educational process are amenable to evaluation (or This is not (al the present moment' in time) true. For e"a",ple, IHan y attitudinal aims cannot be reliably assessed; and many

  Curriculum

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