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A MVTHOD T0 IDEETIFY'LEVELS
AT WHICH

CQNCFPTS KQE INTFHBYD TO BE TIUGHT

by
Sharon.J. Curry

A Problem

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

MKSTER OF ARTS

Department of Heme Management and Chiki Development

1965

ACKNO 141'. Bi} 1334 EN T 3

The writer wishes to express appreciation to indi-
viduals who made completion of this study possible.

She wishes to thank Dr. Eugene Peisner, director of
this study, for his patience and invaluable assistence.
Gratitude is expressed to Dr. Helen Hollandswarth and
Mrs. Thelma Hansen who served on her committee.

She also thanks her husband, Hugh A. Curry, for
patient encouragement and assistance in preparation of

the manuscript.

Chapter

I.

II.

III.

IV.

V.
BIBLIUGR

A I’I’ifil £31 5*;

TABLE OF CONTENTS

INTRODUCTION . . . o . o . .
REVI 331x! OF LITER \TURE . . . .
$13.11'1‘EIOJ0LOGY. . . . . . . . .
Tm: Fii-é'LHNGS . . . . . . . .

SUE‘ZMAQY AND RECO‘I'JSJJLNL:*XTION‘3.

pipiiYc o o 0 o o o o o o o o o

1‘0 o o o o 0 O 0 o o o o o o

Al’;1i‘u)1\: B. o o o o o o o o o o o o o

L I 3T OF TAB]. I}. .5

Table Page
I. Duplication of Intended Behaviors
In Relation to Concepts
Instructors 1, 2, and 3 . . . . . o . . -26
II. Duplication of Intended Behaviors
In Relation to Concepts
Instructors l, 2, and 4 . . . . . . . . 31

III. Summary of Data . . . . . . . . . . . . 36

iv

CHAPTER I
INTRODUCTIGN

Educators who recognize the increasing complexity of
today‘s society are striving to provide youth with an edu-
cation that prepares them for life in this society. How-
ever, the complications of our technology have made it
impossible for education to provide a set of prescriptions
that will be applicable for even a short span of a person’s
life. Dressel (2) points out several developments in the
field of education that result from a rapidly changing
technology. First, college graduates are being prepared
to function as decision makers who can solve problems based
on knowledge and abilities rather than prescriptions learned
in school. Secondly, because of the phenomenal increase
in knowledge Dressel suggests that a meaningful organiza-
tion of knowledge can be made by introducing global concepts
or ideas to tie together what appear to be unrelated facts.
Thirdly, he feels unity of knowledge can be brought about
by identifying key concepts that are applicable in several
fields and useful at a number of different levels of sophis-
tication. These developments can guide educators to more
efficient use of classroom time resulting in the most valu-

able educational experience for students.

1

According to Ralph Tyler (4), continuity, sequence,
and integration are the three major criteria important to
organizing educational experiences. Sequence is the con-
cern of this study. Tyler states: "Sequence as a criterion
emphasizes the importance of having each successive eXperi~
ence build upon the preceding one but to go more broadly
and deeply into the matters involved." (4:55) He goes on
to say that these criteria are a guide for effective organ-
ization of educational experiences. Using continuity,
sequence, and integration to accomplish this requires that
organizing curriculum elements be identified. Tyler suggests
that concepts are one element that can serve this purpose.
Taxonomies of educational objectives in the cognitive
and affective domain have been prepared that provide a
framework for viewing sequence. (1, 3) Bloom states:
"... this taxonomy is designed to be a classification of
the student behaviors which represent the intended outcomes
of the educational process." .... "What we are classifying

is the intended behavior of students .. the ways in which

 

individuals are to act, think, or feel as a result of
participating in some unit of instruction." (1:12) These
intended behaviors are arranged from the simple to the
complex. Sequence is inherent in the taxonomies since
complex behaviors build upon and include the ones found in

the preceding classification.

The opportunity to view curriculum development in
terms of sequence presented itself when the Family Life
Committee of the Educational Development Program formulated
an expression of concern regarding effective teaching of
HMCD 145, 444, and 446. The specific concern was that
major curriculum elements were possibly duplicated or cov-
ered at the same level of sOphistication in more than one
course. If this occurs, the implication is that sequence
as a criterion for organizing curriculum elements is
not met.

This research problem is concerned with developing a
method to identify levels at which concepts are intended
to be taught. This will reveal the degree to which the
criterion of sequencing is met. The HMCD courses referred
to above will be used as a laboratory for deve10ping and
testing the method. Based on this research suggestions
for improving the proposed method will be made. This will
result in the method being more reliable and useful in

future curriculum research.

Definition of Terms

 

1. Concept .— "An idea comprehending the essential
attributes of a class or logical species. A universal
term or expression or its meaning." (Websters Third New

International Dictionary, 1961)

2. Major Concept .. A concept that is important,
central, key, directive, and useful in interrelating facts
and lower level concepts.

3. Curriculum Element —- Those parts of the curric-
ulum that serve as organizing threads. According to Tyler (4)
concepts, skills and values can be curriculum elements.
Concepts serve as the curriculum element in this study.

4. Sequence .. The building of each successive experio
ence upon the preceding one so that the curriculum element
is covered more broadly and deeply.

5. Duplication .. A given concept is intended to
draw the same level of cognitive and affective behavior
from students. It is also indicated when a higher level
course intends to achieve a lower level of behavior than
does a lower level course.

6. Intended Behavior of Students - "... the ways
in which individuals are to act, think, or feel as a result

of participating in seme unit of instruction." (1:12)

Assumptions

1. Instructors are able to list and define the major
concepts and sub-concepts in the courses they teach.

2. Instructors are able to relate concepts they intend
to teach to the levels of behavior in the Taxonomy of qu-

cational Objectives (Cognitive and Affective Domains). (1,3)

 

3. An instrument can be constructed to indicate cog-
nitive and affective behavioral levels at which concepts

are intended to be taught.

Objectives

 

1. To identify the major concepts taught in HEQD 145,
444, and 446.

2. To develop and administer, to the instructors,
an instrument that identifies cognitive and affective
behavioral levels at which the instructors intend to teach
major concepts covered in more than one course.

3. Tb identify concepts taught in more fiian one course
with intent to draw the same level of cognitive or affective

behavior from students.

Limitations

1. The methodology was effective for this research
problem. However, this is no indication that it would be
as effective with another sample.

2. The validity of the findings is limited by the
respondents' ability to understand what is being communicated
and by their objectivity in completing the instrument.

3. The respondents are asked to use a framework dif-
ferent from that used in past teaching. Placing the course
in this framework, in retrospect, could be distorting.

4. The instrument was newly developed and used for

the first time. The findings must be evaluated in relation

to he reliability and validity of the instrument.

5. This stufiy did not determine to what extent the
same stueents take all or any two of the courses used in
the sample. Sequencing is important only when the same
students are taking courses that fiiscuss the same concepts.

6. Only the undergraduate family living courses were
used in the saeple. It was not determined if other courses
in the Department of Home Management and Child Development
are also including concepts that appear in HMCD 145, 444,

and 446.

CELXP TE. :1 I I

REVIEW; OF LIT!" Ling-JRE

A major concern of curriculum development is organ—
izing educational experiences to more effectively accomplish
the purposes of education. The first step to this end is
determining the educational purposes that a school should
seek to attain. Ralph Tyler (4) believes that purposes or
objectives must be conscious and clear if an educational
program is to be planned and improvements made. He views
objectives as a "... criteria by which materials are selected,
content outlined, instructional procedures are developed
and tests and exaninations are prepared." (4:3) Careful
selection of objectives is imperative and Tyler suggests
the following sources to aid in this process:

I 1. Studies of the needs of the learner.

2. Studies of contemporary life outside the school.

3. Recommendations from subject matter specialists.

It is logical that no single source is adequate for all
objectives but drawing from each will result in a basis

for wise and comprehenSive decisions. Since a large number
of objectives can be derived if all sources are utilized,

a criteria is needed to aid in selecting a small number of

7

important and obtainable objectives that can be incorpor-
ated into the educational program. Tyler suggests that the
school's philOSOpny of education and a psychology of learning
Can be the screens for selecting objectives. These screens
will result in_selection of the most important and consis~
tent objectives and eliminate those which are unimportant
and contradictory. In order for a school's philosOphy to
act as a screen it needs to be clearly stated. This state-
ment can be used to examine every objective for its harmony
with a main point in the philosophy. A psychology of learn-
ing can be used as a screen if defensible elements are
stated along with their implications for the objective.
Objectives are checked against this statement and accepted
or rejected on the basis of the points in the psychology

of learning. A small list of important and attainable
objectives will result from using these two screens.

The values of an objective are the aid they give in
selecting learning eXperiences and in guiding teaching.
Tyler feels that for objectives to be of value they must
be stated as behavioral changes that are to take place in
students. Knowledge of what changes are desired, guides
the instructor in selecting experiences to encourage these
changes. According to Tyler "The most useful form for
stating objectives is to express them in terms which iden-

tify both the kind of behavior to bedeveIOped in the student

and the content or area of life in which this behavior is

to Operate." (4:30) Satisfactory formulation of behavior
and content aspects results in clear specifications defining
the educational job.

Curriculum specialists agree that no single learning
experience has a very profound effect upon the learner.
Because changes in behavior take place slowly, and Only
after eXposure to several learning experiences, it becomes
apparent that no one course is completely effective in
bringing about change. Tyler holds this View and feels that
learning experiences must be organized to reinforce each
other in order to produce a cumulative effect. Organiza-
tion becomes important in curriculum development for it
guides the efficiency of instruction and the degree to
which major educational changes are to be brought about
in the learners.

Learning experiences are organized vertically and
horizontally. Vertical organization refers to a sequence
of two or more courses experienced over a period of time.
Horizontal organization refers to courses that are experi-
enced at the same time and probably in different subject
matter areas. Tyler lists three major criteria important
to organizing educational experiences. He calls these
continuity, sequence, and integration. Continuity refers

to the vertical reiteration of major curriculum elements.

10

It involves a recurring and continuing Opportunity to de-
velop the skills deemed most important. Continuity recog-
nizes that change occurs slowly and that no one learning
experience accomplishes important objectives. Sequence is
related to continuity but goes beyond it by emphasizing
hat each successive learning experience should build upon
the preceding one but go into the topic more broadly and
deeply. Meeting the criteria of sequence will avoid repeat-
ing major curriculum elements at the same level. "Integra-
tion refers to the horizontal relationship of curriculum
experiences." (4:55) Material in one field is related to
material in another such that the skills seen unified rather
than compartmentalized. Thus integration unifies the out-
looks, skills, and attitudes of students. Continuity, se-
queues, and integration provide criteria for organizing
learning experiences, but prior to using this criteria,
it is necessary to identify elements of the curriculum that
can be organized. Tyler suggests that concepts, skills and
values may serve as the organizing elements.

According to Dressel (2) in Tyler's work

... concepts include the cognitive aspect of the

curriculum as it is embraced in significant ideas

inclusive of definitions, generalizations, prin-

ciples, and unifying or integrative words or

phrases. Skills, as used in Tyler's discussions,

may embrace both a set of intellectual abilities

involved in manipulating knowledge and relating

it to actual problems, as well as those skills

requiring some overt physical action or manipu-
lation by the individual. Finally, values include

11

those basic assumptions or points of view descrip.
ive of the nature and purpose of man and of his
relationship with other men and with whatever
Divinity in which he may believe. (2:11)
Of these organizing elements, concepts are unique as they
improve learning by allowing the individual to organize
the learning in which he engages. Concepts also permit
him to deal more intelligently with new situations and

function to encourage the following behaviors: (2:12—13)

1. Appreciation (illumination, motivation, inspira-
tion, liberation).

2. Direction (endorsement, exhortation, habituation,
requirement, environment).

3. Economy in and facilitation of communication
(discussion, cooperation).

4. Mediation (introduction, foundation, key ideas
or tools).

5. Imagination (creativity, discovery, inquiry,
hypothesization).

6. Identification (observation, description, specio
fication, definition, measurement).

7. Prediction (estimation, calculation, explanation).

8. Differentiation (classification, analysis, dis-
crimination, separation, comparison, contrast,
qualitication, delimitation).

9. Integration (organization, unification, synthesis,
summarization, generalization, relation, harmony,
order) 0

Taxonomies of educational objectives in the cognitive

and affective domain have been prepared to classify student

behaviors which represent intended outcomes of the educa-

tional process. Concepts represent the subject matter

12

portion of objectives and the cognitive and affective dos
main represent possible student behaviors in relation to
the concept. Ty1er stated that objectives are most useful
when they include the kind of behavior to be developed in
the student and the content or area of life in which the
behavior is to operate. Objectives stated in this manner
guide in selecting learning experiences which bring about
behavior change.

The goal of the college examiners who developed the
taxonomies was to provide a standard hierarchical class-
ification scheme that would aid the exchange of information
dealing with curriculum deveIOpments and evaluation devices.
In addition the scheme would:

1. Allow teachers to compare their educational goals
to the taxonomies to see if there are other possible outcomes.

2. Allow teachers to determine which behaviors they
are emphasizing and to broaden their emphasis if desirable.

3. Give aid in planning of learning experiences and
evaluation devices.

4. Be helpful in research.

The taxonomies were deve10ped according to an educa-
tionalalogical~psycbological classification system. First,
education was considered because a major goal was to improve
communication among educators. Second, the taxonomy was

to be a logical classification with terms defined precisely

13

and used consistently. Lastly, the taxonomies would be
consistent with psychological principles and theories.
The taxonomy authors held the view hat objectives,
test materials, and techniques can be classified in an
almost unlimited number of ways. However, they believe
that the student behaviors aimed for in objectives can be
represented in a small number of classes. Therefore, the
"... taxonomy is designed to be a classification of the
student behaviors which represent the intended outcomes of
the educational process." (1:12) They go on to say that
the taxonomy does not classify subject matter but that

"what we are classifying is th intended behavior of stu-

M

dents - - the ways in which individuals are to act, think,
or feel as the result of participating in some unit of
instruction." (1:12) This statement recognizes that the
actual behavior of students following instruction may differ
from the behavior intended in the objective. The taxonomy
is designed to help obtain evidence of the extent to which
intended behaviors have become a part of students' actual
behavior. (1)

In the taxonomies these intended behaviors are arranged
from the simple to the complex. The more complex behaviors
build upon and include the ones found in the preceding
classifications. The main taxonomy categories follow and

reveal the simple to complex organization. (3)

14

Organization of the Cognitive Taxonony_*

1.00 Knowledge

2.00 Comprehension

3.00 Application

4.00 Analysis

5.00 Synthesis

6.00 Evaluation
Organization of the Affective Taxonoqx *

1.00 Receiving ~

2.00 tesponding

3.00 Valuing

4.00 Organization

5.00 Characterization
The organization of the taxonomies was guided by the follow-
ing principles: (1)

1. The boundaries between taxonomy categories should
reflect the distinctions teachers make among student be.
haviors when planning curricula or choosing learning experiences.

2. The taxonomy should be logical and internally con-
sistent. Each term is defined and used consistently. The
major categories can be subdivided and clearly defined to
the extent that appears necessary.

3. The taxonomy should be consistent with psychological
phenomena.

4. The taxonomy "... should be a purely descriptive

scheme in which every type of educational goal can be

represented in a relatively neutral fashion." (1:14)

 

* The taxonomy categories and sub-categories are further
detailed in the Instruction Booklet located in
Appendix B.

15

The authors state "One of the major threads running
through all the taxonomy appears to be a scale of conscious~
ness or awareness. Thus, the behaviors in the cognitive
domain are largely characterized by a rather high degree
of consciousness on the part of the individual exhibiting
the behavior, whine the behaviors in the affective domain
are much more frenuently exhibited with a low level of
awareness on the part of the individual.” (1:19)

The cognitive domain of the taxonomy is concerned with
‘ggg.gg.behavior which refers to a student's ability to do
a task when requested. Cognitive behavior can be described
as remembering, recalling knowledge, thinking, problem
solving, and creating. (3)

The affective domain of the taxonomy is concerned with
g2g§.gg behavior which refers to the student's willingness
to exhibit a behavior because of personal desire rather
than pressure from a teacher. Affective behavior emphasizes
a feeling tone, an emotion, or a degree of acceptance or
rejection. These behaviors may be revealed as interests,~
attitudes, appreciations, values, and emotional sets or
biases. (3)

The deveIOpers of the taxonomies used the principle
of complexity, or arrangement from simple to complex, as
the major ordering basis for the cognitive domain. There

is evidence that lower level objectives are easier and

16

quicker to achieve than more complex ones. Emphasis was
also placed on classification procedures and definitions of
categories and sub-categories that would be communicable
after relatively little experience with classification pro-
cedures. In addition, they emphasised the comprehensiveness
of classification procedures. Rarely was an objective en-
countered that could not be placed in a major category of
the taxonomy. (1)

The organizing principle of the affective donain differed
from that of the cognitive domain. It was felt that the
simple to complex or concrete to abstract principle did
not reveal all that was involved. They concluded that the
concept "internalization" best describes the behaviors that
are part of the affective domain. 'In the affective taxonomy
". . . internalization is viewed as a process through which
there is at first an incomplete and tentative adoption of
only the overt manifestations of the desired behavior and
later a more complete adoption." (3:29) The taxonomy
represents stages of internalization which range from being
aware of a phenomenon to an outlook on life that influences
all actions. (3)

Authors of the affective taxonomy found that little
.attention was paid to affective behaviors by teachers or
schools. This is because of hesitation to grade on be-

haviors siniliar to attitudes and interests. In addition,

17

evaluation techniques‘for the affective behaviors are in-
adequate and philosOphical and cultural values tend to hold
that affective behaviors are private concerns. (3)

The developers of the taxonomies feel that it is
possible for each cognitive objective to have an affective
cosponent even though it is not stated. The interrelated-
ness of the two domains is shown by instances in which
changes in the cognitive domain are a means to changes in
the affective domain. In other instances affective objectives
may be a means to a cognitive objective. The important point
is that the two domains are intertwined and that an objective
in one domain has a counterpart in the opposite domain.

This relationship points to the importance of educators
being concerned with both domains since fullest develOpment
of any objective is only accomplished by dealing with its
behavior counterpart in the other domain. It becomes ap-
parent that the split between the cognitive and affective
domain is very arbitrary and most useful for analytical

work.

CHAPTER III
METHODOLOGY

The Review 0! Literature

The review of literature dealt with four works that
formed the conceptual framework of this study. These
works provided the best guidelines for conducting the
research. The article by Dressel (2) and the taxonomies
of educational objectives (1.3) rely heavily on the prion
ciples of curriculum develOpment and instruction presented
by TVler.a (4) From these a usable framework for the

research was deveIOped.

The Samgle
The sample consisted of three courses taught in the

Department of Heme Management and Child Development at
Michigan State University. The courses were:

HMCD 145 . Relationships in the Modern Family
HMCD 444 - Interpersonal Relations uithin the Home
HMCD 446 a Approaches to Studying the Family

The study was conducted by collecting and analyzing responses

from the regular instructors of these courses.* . dMCD 145

I
#4

-«
*The respondents in this study will be referred to by
the following code:
Instructor 1 . HMCD 145
Instructor 2 . HMCD 444
Instructor 3 - HMCD 446
Instructor 4 - HMCD 446,

18

19

and HMCD 444 are taught by separate respondents whereas,
HMCD 446 is taught by two respondents. This sample was
selected because of concern by the respondents and the
Family Life Committee of the Educational Development
Program that major curriculum elements were possibly dupli-
cated or covered at the same level of SOphistication in
more than one course. If this occurs, the implication is
that sequence as a criterion for organizing curriculum

elements is not met.

Development of the Instrument and Instruction Book
Identification of objectives that would guide the
study and aid in developing the instrument was the initial

step in the research. The format for the instrument
evolved from earlier work undertaken by the Home Management
Faculty at Michigan State University. heir work provided
a guide for developing an instrument that would meet the
objectives of this study. The following statements guided
development of the instrument and instruction book.
1. The instrument will gather data which will fulfill
the objectives of the study.
2. The data can be readily analyzed.
3. The instruction book and instrument will commu-
nicate precisely what is desired of the respondents.
4. The instruction book and instrument will be

logically arranged.

20

5. The instruction book and instrument will be
complete enough to obtain the desired data but
will not be made burdensome by excessive detail.

The instruction book was prepared to communicate the
Conceptual framework of the study, the true nature of the
taxonomy categories, and the procedures for responding to
the instrument.‘ Clearly communicating the same frame of
reference to each respondent is necessary in order for the
data to have reliability.

The taxonomy has sensitivity since each category is
clearly defined to be distinct from all other categories.
Additional evidence of sensitivity is that almost all
statements of students' behaviors were placed within a
major category in preparing the cognitive domain taxonomy.
In preparation of the affective domain taxonomy the major
divisions were also useful in analysis of objectives. In
this study sensitivity is further insured through the
instruction book to communicate definitions of categories.

Face validity was insured by distinct taxonomy categories
and by selecting concepts that provided for comparability.
Additional confirnation of the validity of the instrument
and instruction book was sought from the following individ-
uals who are authorities in curriculum aid/or measurement:

Dr. Helen Hollandsworth, Associate Professor; College
of Education, Michigan State University.

Dr. David Krathwohl, Professor; College of Lducation,
Michigan State University.

Dr. Francis Magrabi, Associate Professor; College
of home Economics, Michigan State University.

Revisions were made on the basis of their suggestions and
incorporated in the instrument.

Concepts included in the instrument were obtained
from responses to written requests and interviews with
the respondents. The initial step was for each respondent
to compile a list of major concepts pertinent to the course
he or she teaches.* The resulting lists were summarized
and each respondent was requested to define the concepts
in their course which appeared in one or both of the other
courses. then necessary, interviews with the responeents
further clarified the definitions.**

Using the information supplied from the preceding
steps, the instrument was constructed to allow each
resyondent to check the behavior that he or she intended
students to achieve for each concept. The instrument
administered to each respondent included only those concepts
pertinent to the respondent’s course that were also covered
in one or more of the other courses. The portion of the

instrunent consisting of the major categories for the cog-

*The communication that guided this step and the lists
of concepts received are located in Appendix A, Part I.

**The communication that guided this step, the concepts,
and concept definitions from each respondent are
located in Appendix A, Part II;

{‘3
to

nitive and affective taxonomies remained the same in

every case.***

Data and Recommendations

after administering the instrument to the four
respondents the resulting data and comments were examined.
Based on this material conclusions were drawn and recom-
mendations made for improving the instrument and instruction
book.

The data were examined for duplication of concepts
intended to be taught at the same level of behavior in
more than one course. In addition, recommendations were

suggested for use of the data to more completely meet the

criterion of sequencing.

_‘___._ A 4 g .A

***The completed instrument and lists of concepts are
located in Appendix B.

introduction

The goal of this study was to develop an instrument
that would identify cognitive and affective behavioral
levels at which instructors intend to teach major concepts
covered in more than one course. Furthermore, it was
desired to collect data which would identify concepts
duplicated at the same behavior level. Four instructors
participated in the study and responded to the newly de-
veloped instrument. They made written comments concerning
their reactions to the instrument so that it, along with
the data, could be evaluated.

The data were evaluated to determine whether or not
the criterion of sequencing was not in relation to each
concept. then students are able to take more than one
course, in which the same concepts are included, the goal
of curriculum develOpment is to have the high r level
courses go into the concept more broadly and deeply. An
indication of sequencing is when instructors of higher
level courses intend students to be capable of higher
behavior levels than intended by instructors of lower
level courses. In this study HMCD 145 is considered a

lower level course

24

and HMCD 444 and 446 higher level courses. Khan sequenc-
ing is not not duplication occurs in either of the fol-
lowing*waysz

l. A given concept is intended to draw the gage
level of cognitive and/or affective behavior from students
in two or more courses.

2. When a higher level course intends to achieve a
lower level of behavior in relation to a given concept
than does a lower level course.

The second point indicates duplication because the
behavior intenfied by the higher level course would have
previously'been reached in the lower level course. The
taxonomy is structured so that more complex behaviors
include all of the less complex behaviors. In ends: for
a student to nhibit a behavior at a given level he must

have already achieved every lower level behavior.

Degcrigtion of the Findings
Respondents included two instructors for HMCD,4463

one instructor for tACD 14S and one instructor for

HMCD 444. Thus, there are two possible series any given
student night experience. These are: Instructor 1 for
HMCD 145, Instructor 2 for HMCD 444, and Instructor 3 for
HMCD 446; or Instructor 1 for none 145, Instructor 2 for
HMCD 444, and Instructor 4 for HMCD 446. The data was '

compared with reference to these two possible combinations.

{1

25

Table I shows the duplications that occur between Instruc-
tors 1, 2, and 3 and Table 11 gives the same data for
Instructors 1, 2, and 4.*
anminatim on of T'ahle I reveals the following duplications
classified according to major concept and sub—concepts.
The duplications are in terma of what a given if Ltructor
intends to have occu: and may not be v:hat a ten 1} occurs.
3El£.“' DupliCLtion between Instructors 1 and 3 in the
affeefiive demain. Instinct or 1 of {Le lover level
course intcnds to achieve a hig her level behavior
than does Ifistructer 3 in the hi gher level course.

_ " h . c "-1. .
Seiemperfetmgggg_and Roie tape +:31c; .— DuyL1cat1on

 

 

between Instructors 1 and 3 in tne affective domain
at the level of valuing.

Comnnetcthofi - Duplication in relation to every sub-concept
in the coomitive do3ain. Instructor 1 intends a higher
level of behavior than does Instructori3.
gpeejggno'Messagesi Sending Megsagesgfigefbal. Egg-
Verbell and Enhancing;Communication nu Duplication
between Instructors 1 and 3 in the affective domain.

Gene: ally, Instructor 1 intends a higher level of

.._ . .1

*The numbers in Tables I II, and III refer to each
respondent. The code follows:

Instructor 1, RMCD 145
Instructor 2. HMCD 444
Instructor 3. HMCD 446
Instructor 4, HMCD 446

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26

 

 

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29

behavior than does Instructor 3. In one case, behavior
at the sane level is intended by Instructors 1 and 3.

igggglict Resolution on Duplication in relation to every
sub-concept in the cognitive domain. Instructor 1 of
the lower level course intends a higher level of be:
havior than Instructor 3 of the higher level course.
EgminancetYo‘iuntarz Submigsion,: and Comproyigg a—
Duplication between Instructors l and 3 in the
affective domain at fl1e level of responding.
Broductive:Quarrelingqgnd Destructive Quarrelin «w
Duplication in the affective domain in that Instructor
1 intends a higher level of behavior than does
Instructor 3.

:Interpersonal Comgetcnce .. Duplication between Instructors
1 and 3 in the cognitive domain at the level of com-
prehension.
Emggthz a» Duplication in the affective domain.
Instructor 1 intends a.higher level of behavior.
than does Instructor 3.
Autonomy and_1udgment - Duplication between Instructors
1 and 3 in the affective domain.at the level of respond.
ing.

t?omilx_3tructure .
Constellation orOrganizgtion;of People in the Fania: -
Duplication in the affective domain. Instructor 1 ‘
intends a.higher level of behavior than does Instrwctor 2.

30

Dynamics of Familx‘lnteraction -— Ho duplication indicated.

Examination of Table II reveals the following duk-
lications of intended level of behavior between Instructors
l, 2, and 4.

Eglgg-n Duplication between Instructors l and 2 in the
affective domain. Instructor 1 of the lower Bevel
course intends to achieve a higher level behavior
than Instructor 2 in the higher level course.
Duplication occurs between Instructors 1 and 4 in
relation to every subuconcept in the affective domain
at the level of valuing.

Communication
‘ReceivingEMessages and Sending_Messagcs a» Duplication
in the cognitive domain. Instructor 1 intends a
higher level of behavior than does Instructor 4.

Conflict Resolution .. Duplication in relation to every
sub-concept in the cognitive domain. Generally,
Instructor 1 intends a higher level of behavior
han does Instructor 4. In one case, behavior at the
same level is intended by Instructors 1 and 4.

Interpersonal Conoetengg
Empathz a» Duplication occurs between Instructors 1
and 4 in the cognitive domain at the level of compre~
hension and in the affective domain at the level of

valuing.

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Autonomy, Judgment1_ane Creativity -— Duplication
between Instructors l and 4 in the cognitive domain
at the level of comprehension.
lfiggileStructure
Constellation or Organization of People in the Family ..
Duplication in the affective domain. Instructor 1
intends a higher level of behavior than does Instructor 2.

Qynamics of Familv_lnteraction -— No duplication indicated.

piscussionA9£_Pindings

This discussion is intended to be of value to the
respondents as they consider changes in HMCD 145, 444,
and 446 which would more completely meet sequence as a
criterion. In addition, much of this discussion would
be valuable to instructors who are concerned with sequenc-
ing in related courses in other disciplines.

The responses to the instrument are summarized in
Table III. The datareveals the cognitive and affective
behavioral levels at which the instructors intend to teach
major concepts covered in more than one course.

It can be observed that all reSpondents intend to
achieve cognitive objectives above the level of knowledge.
The taxonomy writers indicated that sephisticated learning
esperiences must be provided in order to achieve the higher
Categories of the cognitive domain. The sinple lecture
method can accomplish the knowledge level but is not likely
to achieve the more complex types of critical thinking.

To achieve complex levels to a significant degree the
total educational environment must have this goal. In
addition, the learner must be highly motivated and part-
icipate very actively in learning experiences. (3)

Reference to Table III points out that all respondents
intend to achieve affective behaviors at the levels of

valuing, organization, or characterization. Regarding

36

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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behaviors beyond the level of receiving and responding
the taxonomy writers state ". . . we find that the
deveIOpment of learning experiences that are appropriate
requires far more effort and far more complex sets of
arrangements than are usually provided in particular
classroom lessons and sessions." (3:78) The taxonomy
writers believe it is possible to achieve the complex
behaviors in both the cognitive and affective domain

but feel there is a high cost in energy, time, and
commitment since the learning experiences must be highly
organized and interrelated. They go on to say "This means
that as objectives are claimed which are classificable in
the higher categories [beyond knowledge and responding] of
either the cognitive or the affective domain, there must
be a great involvement on the part of the staff as well~
as administrators in attaining the objectives." (3:79)

In addition, the taxonomy writers feel that only a little
progress Can be made toward the most complex objectives in
a single course. However, students are capable of reach~
ing these levels and can accomplish this by the end of
their undergraduate experience if the educational institu-

tion is striving to reach these ends.

fpints Raised by the Data
The data in this study clearly indiCate that the

instructors intend to achieve high level cognitive and

JO

affective behaviors. An appropriate question for instruc-
tors to ask themselves is whether they are actually pro-
viding experiences that will aid students in reaching the
level of behavior designated as a goal. Finally, test-
ing for the level of behavior is necessary to actually
show if learning experiences are accomplishing the be-
havior intended by instructors.

The writers of the affective taxonomy found that little
attention was paid to affective behaviors by teachers or
schools. It appeared that teachers were alert for affective
behaviors but made no systematic effort to find evidence
for growth in affective objectives such as hat found for
cognitive objectives.* (3) In light of this, the emphasis
given to affective behavior: by the respondents in this
study is surprising. Reference to.Table III reveals that
every concept, except one, for which there is an intended
cognitive domain behavior, also has an intended affective
behavior. Perhaps the family life subject matter dealt
with in these three courses places more emphasis on affec-
tive behaviors than is the case in other disciplines. In
addition, it may be that the Department of Home Management
and Child Uevelooment places more emphasis on affective
behaviors, at least to the level of valuing, than was
generally found by the taxonomy writers. Another reason
for the emphasis on affective behaviors could be that the

instrument lists the affective taxonomy categories.

41

The mere listing of these behaviors may imply that they
are desirable educational goals and hence apply subtle
pressure for instructors to check these behaviors.

The taxonomy writers feel that it is very important
for educators to be concerned with both domains of the
taxonomy. They speculate that fullest development of any
objective may only be accomplished by dealing with its
behavior counterpart in the other domain. Emphasis placed
on behaviors in both domains, for the three courses studied,
could be an indication that steps are being taken to pro-
vide for full accomplishment of objectives.

Table III reveals that Instructors 3 and 4 who teach
the some concepts in the same course, differ as to the
intended level of behavior they expect of students. If
importance is placed on behaviors of students it would be
necessary for instructors to agree on the level intended
and to show that this level can be achieved. In this study
it is evident that the differences in levels intended by
the two peoole teaching the same course can effect sequencing
in a series of courses. This points out that differences
in intended level of behavior may occur frequently when

two or more people are teaching the same course.

CHAPTER V

sus-nzi'zY Am RJECOMF-i.‘B'JUATI on s

The Instrument and Instruction Book

Summer!

An instrument was developed to identify cognitive and
affective behavioral levels at which instructors intend to
teach major concepts covered in more than one course. An
instruction book accompanied the instrument to insure that
respondents approached it within the same frame of reference.
The instrument called for respondents to indicate the be-
havior level they intended students to aChieve in relation
to a concept taught in their course. After doing this the
respondents were requested to make comments on the strengths
and weaknesses of the instrument and instruction book. 0f
the three respondents who did comment, it was generally
agreed that the materials were attractive, easy-to-read,
logically arranged and provided adequate information. Two
respondents singled out the appendix and one respondent
singled out the instructions for responding to the instru-
ment as being very helpful.

Several comments indicated that respondents questioned
the accuracy of the responses they had given. This expres-

sion of uncertainty indicates that the instruction book

4"...
{A}

should be improved to provide a basis for deciding the
level of behavior instructors are actually intending to
achieve. Accomplishing this would increase the instructors
confidence in their responses and give a more reliable.
instrument.

Finally, a need to clarify the definition of value
was indicated as one instructor eXpurienced difficulty in
understanding the definition that was given.

Observation of the data reveals several points related
to the instrument and instruction book. It was apparent
hat respondents in this study were intending to achieve
the more complex behaviors in both the cognitive and affec—
tive domain. This emphasis by the respondents raises a
question regarding the comprehensiveness of the instruction
book. It is possible that a critcrion to aid each instructor
in deciding on the intended behavioral level should have
been provided. This criterion should guide the respondent
to evaluate the learning experiences for behaviors they
can be expected to achieve. Point 2 under recommendations
further elaborates on this.

Table III reveals instances in which an instructor
did not check a concept that was included on the instrument.
Examples of this are the concepts health and intelligence'
for Instructor 1 and productive quarreling and destructive
quarreling for Instructor 4. These instructors indicated

that they “id not teach these concepts. ‘he writer was in

44

error by including these concepts on he instrument;
1 never, this incident reveals the respondents were very
alert and thoughtful as they completed the instrument.

Another interesting occurrence was that Instructors
3 and 4 did not resyond to the major concepts although
instructed to do so. There was a tendency for Instructors
l and 2 to do the same although not consistently. Perhaps
this can be exylained by the written comment of one instructor
who felt that the sub-concepts clearly showed what content
was involved in the major concept and therefore, a response

to the major concept was not meaningful or valid.

Recommendations

 

The following recommendations, based on the respondents
comments and evaluation of the data, are made for improving
the instrument and instruction book.

1. Due to the favorable comments regarding the
attractiveness and readability of the materials it is
recommended that the present format be retained.

2. A discussion should be included in the instruction
book to guide instructors in a realistic evaluation of the
level of behavior they intend to achieve. This discussion
should focus on asking instructors to look at the kinds of
learning experiences they provide related to each concept.
By evaluating their learning experiences an instructor can

more realistically decide what the intended level of behavior

45

actually is. An explanation of this type could have
resulted in differrnccs in the data probably in the direc-
tion of greater reliability. This change in the instrument
would increase the probability that the same responses
would occur on a retest of a given population.

3. The frequent failure to check an intended level
of behavior for major concepts and the logical reason for
this indicates the instructions should be changed to ask
for responses to sub-concepts only.

4. The definition of value in the condensed version
of the taxonomy should be clarified to provide for greater
communicability. Inclusion of a statement that valuing is
used in its normal sense, which is that a thing, phenomenon,
or behavior has worth, may clarify this definition.

5. It should be made clear that affective levels are
to be checked only if instructors actually intend to achieve
them. There is no evidence that the instructors ch<cked
these behaviors bicause they Were merely listed and hence
seemed desirable, but this is a possibility that may be

considered.

With the recommended changes the instrument and in-
struction book would be more reliable as an indicator of
intended levels of behavior and w uld result in a more de-

pendable check for sequencing in a series of related courses.

The Data

Sumnary

The data indicated the cognitive and affective be-
havioral levels at which instructors intend to teach major
concepts COVered in more that one course. Futhermore, the
data allowed for comparison of a3ncepts so that those nu-
plicated at the same behavioral level could be identified.

Evaluating the data revealed considerable duplication
between HHCD 145 and HMCD 446. More dupliCation was apparent
when Instructor 3 taught HKCD 446 than when Instructor 4
did. Since few concepts taught in HMCD 145 and EHCU 446
are taught in HMCD 444. little possibility for duplication
exists and little was revealed by the data. The interesting
observation about the duplication between UMCD 145 and
HMCU 446 is that the higher level course intends to achieve
a lower level of behavior than does the lower level course.

The data also reveals that the instructors, in all
courses, intend to achieve he more complex behaviors in
both the cognitive and affective domain. Accomplishment
of complex behaviors is desirable but their achievement
requires sophisticated learning exocriences that involve

the student to a great degree. (3)

Recommendations for Use of the Data

 

rm.

inc purpose of collecting the data in this

m

tudy was

to identify duplication of intended level or benaviors in

47

relation to a concept. The study was exploratory in nature
and the reliability of the data can be questioned and
evaluated in relation to criticisns of the instrument and
instruction book previously discussed. However, observa-
tions can be made from the data that allow the following
recommendations:

1. Curriculum changes in these courses should begin
with an appraisal of the levels of behavior intenced by
Instructors 3 and 4 for the same course. Sequencing can
only be a reality when all instructors teaching a given-
course intend to have stud nts achieve the same level of
orhavior. The data reveals that sequencing may be occur-
ring more frequently with one instructor of HMCD 446 than
with the other.

2. Once agreement is reached regarding the intended.
levels of behavior for HMCD 440 it will be possible to hold
conferences involving the instructors of all three courses
to determine if the apparent duplications shown in Tables

I and II really exist.

1.

2.

3.

BIBLIOGI PUY

Bloom, Benjamin 8., Editor.
1956. Taxonomy of Educational Objectiveg.
Handbook 1: no “1t1ve uomain. New York:
fiaVId MCKaY 0 ' 3C. 0 pp.

  
 

Dressel Paul L.
1961. The Role of Concepts in Planning the Home
Economics Curriculum. Home Econonics

Seminatlulx 24-23. 1961 French Lick,
TE»). 3,18,. -1 .

Krathwohl, David R., Benjamin 3. Bloom and Bertram B.
Masia.
1964;

 

Taxonom of Educ tional Cb actives,

    

 

Eévid McKay :(10.. Inc 196 pp.“

TVler, Ralph w.
1950. Bag ic Princi les of Curriculum and Instruction.
ltfiicugo: TEe UniverEIty of EhIcago Press. E3"bp.

 

 

48

M’Pmm :{ A
PART I

49

5' 0

To: Instructor 1 - HMCD 145
Instructor 2 - HMCD 444
Instructor 3 . HMCD 446
Instructor 4 . HMCD 446

From: Sharon Curry

Subject: Faculty participation in a Masters' Problem

The Family Living courses, HMCD 145, 444, and 446 are
being used as a laboratory for this research problem. The
faculty members teaching these courses have agreed to compile
a list of concepts pertinent to the coursesthey teach. The
original decision was to have these lists completed by
January 15, 1965. The purpose of this communication is to
offer ‘ criteria to use as a guide in this process. The
following criteria originated with Paul Dressel and can be
found in the Home Economics Seminar material from the French
Lick Conference. A helpful discussion of the role of con-
cepts in curriculum planning can also be found in the same
publication.

Criteria for the Selection of Concepts
1. Important, central, key.
2. Transmittable through planned educational experiences.
3. Based on or related to research.
4. Useful in stimulating search for meaning and in
encouraging further investigation.
5. Useful in interrelating facts and lower level concepts.

6. Useful in decision making.
7. Directive, cumulative, and integrative.

After preparation of the list the faculty members will
define the concepts to be used in the instrument and eliminate
those that overlap in meaning. This step will provide for
comparability of data. After the instrument is constructed
it will be administered to each faculty member teaching the
courses. This research problem requires considerable invest»
ment of time and effort on the part of faculty members.
However, careful work at each step will ensure more reliable
data that can be used to improve teaching of the family
living courses.

This student is available to discuss the research problem

with individual faculty members if this is thought necessary.

52

To: Sharon Curry
From: Instructor 1

Subject: Concepts taught in HMCD 145

Family Life Cycle Roles

Male and Female
Developmental Tasks Husband and wife

Parent
Courtship Process Adjustments in Marriage
Theories of Mate Selection Dynamics of Family Interaction

Emotional Maturity (Competence) Power Distribution

Personality ' Conflict or Differences
Resolving Conflict
Communication Productive Quarreling
Perception Destructive Quarreling

 

To: Sharon Curry
From: Instructor 2

Subject: Concepts taught in HMCD 444 '

Family Interaction
Structure
FunctionCs) Identification
Socialization Ego Development
Affectional Familial Determinants
Individual Dependence
Role (Performance)
Strain
Differentiation

Reversal

Tb: Sharon Curry
Fran: Instructors 3 afid 4

Subject: Concepts taught in HMCD 446

Motivation
Basic Needs
Role
Basic Personality Type
National Charaeter
Reference Group

Communication
Verbal
Non-verbal

Conflict Resclutidn
Dominance
C mpromise
Intagration
Conversion

Person Perception

Interpersnnal Campetence
Empathy
Judgment
Creativity
Health
Intelligence
Autanomy

Selfeawareness
Literary Experience

Maturity

APPBEDIX A
m: T 11

To: Instructor 1 - UMCD 145

Instructor 2 - HMCB 444

Instructor 3 - HfiCD 446

Instructor 4 - HMCD 446
From: Sharon Curry
Subject: Definition of Major Concepts Taught in more

than one Course

The lists of concepts prepared by the faculty members
teaching HMCD 145, 444, and 446 have been compared. Con-
cepts -hat are listed for more than one course have been
selected for definition. This will ensure that the faculty
members involved attach similiar meaning to the concept
taught. Careful definition of these concepts will give
confidence that the data collected with the instrument
will be comparable‘

The following list of concepts is drawn from the
course you teach. These concepts also appear in one or
both of the other courses involved in this research problem.

Please define these concepts within the context of
the course you teach. It would be appreciated if the

definitions were returned to me as soon as convenient.

Thank YOuo

The list of concepts that accompanied each communica-

tion is resented below.

”I!

III-{CD 145
Roles
Emotional Maturity (Competence)
Dynamics of Family Interaction
Communication
Perception

Conflict Resolution

HMCD 444
Roles

Interaction

HECD 446
Roles
Interpersonal Competence
Communication
Person Perception

Conflict Resolution

57

To: Sharon Curry
From: Instructor 1

Subject: Definition of concepts taught in HMCD 145 that
are also taught in another course.

Lei-e

A role is the "part" an individual plays in a family
or group. The conception an individual has of the way he
plays his role is based on feed back received from others.
Role can be considered to be an organized set of expecta-
tions varying with the individual's age, sex, and status
in the group.

Interpersonal Competence or Emotional Maturity

Emotional maturity or interpersonal competence is the
fullest development of an individual rendering him capable
of coping with situations throughout life in a positive or
satisfactory way, considering the needs, wants, and desires
of others as well as his own. Included are the components
of competence as discussed by Foote and Cottrcll (Identitz
and Interpersonal Congetonce, 1955). These components are
Empathy, autonomy, judgment, and creativity. A sense of
personal responsibility and respect for others are also
inpor ant elements.

Qynanics of Family Interaction

Ibis concept refers to the mutual recognition of a
relationship that results in interaction between the peeple
involved. In interaction there are forces within a given
family that bring about changes, movement, and action through-
out the family life cycle. By understanding what happens
we may be able to control or channel forces to bring about
constructive rather than destructive results. For example
a family member plays his role based on his conception of
it and alters his role performance based on now another
family member reacts.

(
3

 

Communicatigg

Communication is an excnange of thoughts, ideas,
feelings, and desires between two people or within a group.
This sending and receiving of messages can occur verbally
or non-verbally. Intro family communication is emphasized
with special attention given to obstacles of communication,
and ways to enhance communication.

Perception

Perception is an awareness produced by a stimulus.
It is how something appears to an individual and is
intlnenced by who he is ans the experiences he has had.

conflict, Conflict Resolution

Conflict is a difference of opinion or a disagreement.
This is to be expected bctween husband and wife and within
a family. How these conflicts are resolved can lead to
better understanding and feelings of togetherness for the
individuals involved or to alienation. An understanding,
of reductive and destructive quarreling is aimed for.
Methods of resolving family conflict are dominance, volun-
tary submission, compromise, conversion, integration, and
acceptance of eifferences. These are from Gross and Cran—
dall (mnnsgcment for Modern Families, 1963, pp. 75 - 79).

Fanily_3trpctnre

This concept refers to developing an understanding of

he cozstellntion or organization of people in he family.

Facts concerning what families are like now and what they
will be like in the future are discussed.

To: Sharon Curry
From: Instructor 2
Subject: Definition of concepts taught in HMCD 444 that

are taught in another course.

Role

 

A role is a structured mode of participation in social
life. A part of a social position having a more or less
integrated or related sub-set of social norms which is
distinguishable from other sets of norms forming the
same position.

Role Performance: behavior manifested by an individual
as he acts out a role.

Role Strain: conflict in the demands of two or more roles.
Role Differentiation: elaboration of the role performance
so that the necessary work of a
relationship can be carried out.
Role Reversal: a situation in which one performs a
role with behavior more appropriate to
a person of the Opposite sex.
Family Structure
Interaction and organization of elements (e.g., people
in the family) in their external and internal relationships.
Dynamics of Family Interaction
A relationship exists the instant two people perceive

each other. Mutual action ensues from the mutual recogni-
tion of the relationship.

60

To: Sharon Curry

From:

Subject:

Role

Instructor 3

Definitions of concepts taught in HnCD 446 that
are also taught in another course.

A structured way of participation in social life.
wore simply, it is what society expects of an individual
occupying a given position in a group.

In order to relate the concept of role to personality as
well as to society, four meanings of role are distinguished:

1.

2.

Roleefixpectations

They are what most peOple in a society or a sub—
culture of that society come to expect of a family
member, such as the father or the mother.

Role Conception

Role conception is what a given father or mother
expects of himself in his role as father or mother.
Each person defines his role in his own way which
may or may not agree with the expectations of most
people in his society or sub-culture.

Role-Acceptance

The degree of acceptance of one's role constitutes
role-acceptance. In other words, it is the degree
of favorable or unfavorable response a given father
or mother may have for the role whether role is
defined in terms of the expectation of others or

in terns of ones own conception.

Role-Performance

Role performance is what the given father or mother
actually does with his specific role. Performance,
of course, depends on ?11 the foregoing meanings
and attendant traits o personality.

61

Interpersonal Competence

 

'According to Foote and Cottrell, (Identity and Inter-
personal Competence, 1955) "competence" is a synonym fer
ability. The term "interpersonal" refers to all intimate
relationships of significant persons in the family constel-
lation, including, for example, close friends. These authors
have identified six components of competence in interper-
sonal relations and consider them acquired capabilities for
effective interaction. The six components are: health,
intelligence, empathy, autonomy, judgment, and creativity.
Determined principally through reflection upon previous
research and observable interpersonal behavior, they are
not seen as the total or final grouping of the essential
components of interpersonal competence. Although each com-
ponent is based upon inherited potentialities, each is seen
as an acquired skill found to some extent in any normal
person who may, therefore, increase the degree of each of
these skills toward the end of controlling the outcome of
social acts.

 

Person Perception

Person perception refers to the understanding of another
person. No one can understand another human being completely
for it is considered impossible to share identically the
motives, thoughts and feelings of any other person. But
the effort to understand another person rests most solidly
on knowing what his intentions are, that is, what he is
trying to do, what kind of future he is trying to bring
about. A large number of factors affect the degree of
success or failure in person perception. Research shows
certain attributes to be a part of a good judge of person-
ality; experience; similarity, for example, in age, sex,
race and culture; intelligence; cognitive complexity;
self-insight; social skill and adjustment; detachment;
esthetic attitude and intraceptiveness.

Communication

Communication is commonly defined as the process through

which a message sent by one person is received by another.

In this sense, the communication is effective only when the
message (sign or symbol) from Joe Doe calls forth the same
response in John Doe as it does in Joe Doe. Certainly com.
munication is essential in arriving at satisfactory inter-
personal relationships, for interaction consists of commu-
nication. Comnunication is usually thought of as verbal

{:2

communication by words) and non-verbal (communication by
body movements and behavior). Both verbal and non-verbal
communication may be used to convey correct or incorrect
information, to clarify or mislead. Intro-family communi-
cation is a way of sharing, of receiving as well as sending.
Communication is considered an acquired skill. Numerous
obstacles to effective communication have been identified
as well as ways to improve communication.

Conflict Resolution

This concept refers to the ways by which conflict may
be resolved. Families as a small, intimate "romp tcné to
have certain characteristics which evoke con?lict, for ex-
ample, memberships in families are not voluntary, a child
or parent cannot easily resign his membership; contacts
between family members are intimate and demanding compared
to membership in other organizations; and families are con.
stantly changi.g, in size, in needs of its members. A number
of means for preventing family conflict and for resolving
family conflict can be employed. Discussion, accomodation,
mediation, and separation are common measures used by fam-
ilies. In addition, Gross and Crandall, (management for
Modern Families, 1963) describe the methods they call dom»
inance, voluntary submission, compromise, conversion, in-
tegration, or acceptance of difference.

(33

To: Sharon Curry
From: Instructor 4

Subject: Definition of concepts taught in fincD 44s that
are also taught in another course.

Roles

Roles are generalized expectations of behavior in
socially designated positions. The part played by the
person in a group or social situation which is a function
of the group organization.

Interpersonal Competence

The degree to which one can relate effectively to
others in primary group relationships. It is composed of
several elements, and one may have varying degrees of com-
petence in any of these. These elements include health,
intelligence, empathy, judgment, autonomy, creativity and
possibly others.

99mmunication

The process of transmitting, sharing, or making common
any experience. Mechanism through which human relations
exist and develop. It includes all the symbols of the mind
together with the means of conveying them through Space
and preserving them in time. These include expressions of
the face, attitudes, gestures, tone of voice, words, writing,
printing, and any other means for conveying these feelings
and attitudes and interpreting them.

Person Perception

 

The particular frame of reference hrough which one
forms judgments or inferences about others. It is based
upon ones own past experiences, beliefs and prejudices.
Intraceptiveness or sensitivity to others is an important
element. Accuracy of perception seems to be correlated
with experience, maturity, intelligence, cognitive com-
plexity and self-insight.

gpnflig; Resolution

Conflict may be resolved in various ways. The solu-
tion itself is not as important as how the participants
feel about the solution. If conflict is resolved at a low
level, some or all participants are dissatisfied and un-
happy with the solution and the conflict will re-occur.
If conflict is resolved at a high level, all are satisfied
with the solution and the resolution is permanent. Methods
of resolution may be designated as dominance, voluntary
submission, compromise, conversion, integration, or accept-
ance of difference.

APPENDIX B

66

To: Faculty members who are respondents in Sharon Curry's
research problems Dr. Alice Thorpe, Dr. William
Marshall, Dr. Eugene Peisner and Mrs. Thelma Hansen.

Enclosed: Instruction Booklet and Instrument to be used
in providing data for analysis.

Instructions: Please study the Instruction Booklet care-
fully before responding to the Instrument. Sharon
Curry is available to answer any questions that might
arise.

67

This instrument has been developed to test the degree of duplication that
curs with regard to selected concepts in courses dealing with related subject
tter. In this research the concepts are drawn from MD 145, 444, and 446.
spondents are teachers of the same courses.

‘The results of this research‘will be as reliable as the respondents' under-
ending of the taxonomies of educational objectives in the cognitive and affective
main, Several points regarding the two domains*will‘help to put the taxonomies

perspective.

The taxonomies are hierarchical in nature. This means if a teacher intends

teach at a given level the student will be able to exhibit the behavior of the
wer levels. For example, if a teacher intends for the student to analyze this
ans that the student is able to exhibit knowledge, comprehension, and the ability
apply in relation to the same concept.

The concept internalization best describes the behaviors that are part of the
fective domain. In the affective taxonomy "internalization is viewed as a pro-
ss through which there is at first an incomplete and tentative adoption of only
e overt manifestations of the desired behavior and later a more complete adop-
on." (p:29) The taxonomy represents stages of internalization which range from
ing aware of a phenomenon to an outlook on life that influences all actions.

The cognitive domain of the taxonomy is concerned with‘gggugg'behavior. This
one that a student shall be able to do a task.when requested. Cognitive behavior
n be described as remembering, recalling knowledge, thinking, problem.solving,

d creating.

The effective domain of the taxonomy is concerned with gggg.gg.behavior. This
behavior the student will do on his own because of personal desire rather than
essure from a teacher. Affective behavior emphasisesa feeling tone, an emotion,
a degree of acceptance or rejection. These behaviors may be revealed as inter-

ts, attitudes, appreciations, values, and emotional sets or biases.

68

ustructions for Resmndigg to the Instrument

Results of this research will be as reliable as the respondents' understanding

F what is being comnicated. The following procedures are stated so that each

:spondent will follow the same course of action.

- Make your judgment regarding the highest cognitive level at which you

intend to teach the concept or sub-concept. Indicate this level by
checking the appropriate box in the cognitive domain.

Example - If you teach the concept of role performance at the level
of analysis place the check opposite role and under analysis.

Make your judgment regarding the highest affective level at which 193
intend to teach the concept. Indicate the level by checking the appro-
priate box in the affective domain.

Respond to the affective portion of the instrument only ifyou intend
to achieve behaviors in this domain.

The Appendix is available for elaboration of the taxonomies if the
abbreviated version is not sufficient.

Several gradations of behavior are possible at a given level of the
taxonomy. This is apparent from the Appendix. It is correct to
respond at a given level even if you do not intend to achieve each
gradation within that level.

Respond in terms of your intent when teaching a typical undergraduate
class during the regular school year.

Since the category headings (knowledge, comprehension, etc.) may be
defined differently from connon usage it is important that each respon-
dent use the definition apecified in the abbreviated taxonomy.

Please record your reactions to the instruction booklet and instrument
on the blank sheet of paper provided at the end of this booklet.

 

 

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69 r
Abbreviated Versions of the Taxonomies
Cognitive Domain
. 1. Knowledge - "Knowledge ... involes the recall of specifics and univer-

sals, the recall of methods and processes, or the recall of a pattern,
structure, or setting."

 

2. Cgprehension - Comprehension is the lowest level of understanding.
"...the individual knows what is being comnicated and can make use
of the material or idea being comnicated without necessarily relat-
ing it to other material or seeing its fullest implications."

3. Application - Emphasis is on remembering and bringing to bear upon
given material the appropriate generalizations and principles.

4. Analzsis - "The breakdown of a comnication into its constituent
elements or parts such that the relative hierarchy of ideas is made
clear and/or the relations between the ideas expressed are made
explicit."

5. mthesis - "The putting together of elements and parts so as to for:
a whole. This involves the process of working with the pieces, parts. E.
elements, etc., and arranging and combining them in such a way as to
constitute a pattern or structure not clearly there before."

 

6. Evaluation - "Judgment about the value of material and methods for
given purposes. Quantitative and qualitative judgments about the
extent to which material and methods satisfy criteria. Use of a
standard of appraisal."

Affective Douain

1. Receiving - The student is sensitized that certain phenomena and
stimuli exist and is willing to receive or attend to them.

2. Responding - The student is sufficiently motivated so that he is
actively attending to the phenomenon. Re is interested.

3. Valuing - The behavior is "...motivated, not by the desire to comply
or obey, but by the individual's comitmsnt to the underlying value
guiding the behavior."

4. Organization - The values are internalized and a value system is 5
gradually built. \

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'» 71
APPENDIX
Condensed Version of the Taxonomy

of Educational Objectives
Cognitive Domain

‘Knowledge - "Knowledge ... involves the recall of specifics and universals, the
recall of methods and processes, or the recall of a pattern, structure, or set-

ting."

Knowledge
Knowledge
Knowledge
Knowledge
Knowledge
Knowledge
Knowledge
Knowledge
Knowledge
Knowledge
Knowledge

Knowledge

’0

Remembering is the major psychological process involved.
of these behaviors is implied:

rehension - Comprehension is the lowest level of understanding.

One or more

(-

of specifics

of terminology

of specific facts

of ways and means of dealing with specifics
of conventions

of trends and sequences

of classifications and categories

of criteria

of methodology

of universals and abstractions in a field
of principles and generalizations

of theories and structures

"...the

individual knows what is being communicated and can make use of the material
or idea being comnicated without necessarily relating it to other material

or seeing

intent of the material.

translate
interpret

its fullest implications." The student can grasp the meaning and
The student has the ability to:

- the original communication is preserved
- give a new view of the material

extrapolate - predict trends from.data

Application - "The use of abstractions in particular and concrete situations.
The abstractions may be in the form of general ideas, rules or procedures, or

generalized methods.
and theories which must be remembered and applied."

The abstractions may also be technical principles, ideas,
Emphasis is on remembering

and bringing to bear upon given material the appropriate generalizations and

principles.
a problem.

An example is remembering the facts necessary in order to solve

Analysis - "The breakdown of a communication into its constituent elements or
parts such that the relative hierarchy of ideas is made clear and/or the rela-

One or more of these

tions between the ideas expressed are made explicit."
behaviors is implied:

The analysis of elements in a communication

The analysis of relationships in a communication

The analysis of organizational principles which hold the communication
together.

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72

mthesis - "The putting together of elements and parts so as to form a whole.
This involves the process of working with the pieces, parts, elements, etc.,
and arranging and combining them in such a way as to constitute s pattern or
structure not clearly there before." Synthesis includes the ability to:

Produce a unique communication
Produce a plan or proposed set of operations
Derive a set of abstract relations

Evaluation - "Judgments about the value of material and methods for given
purposes. Quantitative and qualitative judgments about the extent to which
material and methods satisfy criteria. Use of a standard of appraisal.

The criteria may be those determined by the student or those which are given
to him." Evaluation is the ability to:

Make judgments in terms of internal evidence (an internalized standard)
Make judgments in terms of external criteria (an external standard)

Affective Domain

Receiving (Attending) - The student is sensitised that certain phenomena and
stimuli exist and is willing to receive or to attend to them. The student may
be responding in one or more of the following ways:

Awareness - given appropriate opportunity the learner will be conscious
of something - he will take it into account.

The student "is willing to take notice of the phenomenon and give it his
attention." He at least tolerates the stimlus and does not try

to avoid it.

The learner controls his attention. When the favored stimulus is pre-
sented he attends to it despite distracting stimli.

Resmnding - The student is sufficiently motivated so that he is, actively
attending to the phenomenon. He is interested. The student may exhibit

one or more of the following behaviors:

"The student makes the response, but he has not fully accepted the
necessity for doing so." Obedience or compliance may best des-
cribe the behavior.

The student is willing to respgnd because he is sufficiently committed
to exhibiting the behavior and he does so voluntarily. He pro-

ceeds from his own choice.

The student receives satisfaction in response. His "...behavior is
accompanied by a feeling of satisfaction, an emotional response,

generally of pleasure, zest, or enjoyment."

Valuing - The behavior is "...motivated, not by the desire to comply or obey,
but by the individual's commitment to the underlying value guiding the be-
havior." Behavior "...is sufficiently consistent and stable to have taken
on the characteristics of a belief or attitude." The student may exhibit
the following types of behavior:

73

The student ascribes worth to a phenomenon, behavior, object, etc.
However, his position is somewhat tentative and he is willing
to re-evaluate his position. The behavior is consistent enough
so that the person is perceived by others as holding to the
belief or value.

The person accepts a value, is identified with it, and is sufficiently
committed to the value to pursue it, to seek it out, and want it.

The person is clearly perceived as holding the value with a high
degree of certainty. He acts to further the thing valued in
emme'way.

Organization - As values are internalized a value system is gradually built.
The student will exhibit one or more of the following behaviors:

He attempts to conceptualize a value to provide a basis for their
evaluation and interrelationship with other values. He is
able to see how the value relates to those he already holds
or to new ones that he is coming to hold. This is an abstract
process.

The individual is able to organize a value'systema He brings to-
gether a complex of values and brings them into an ordered
relationship with one another.

Characterization by a value or value ngplex - "The individual acts consistently
in accordance with the values he has internalized..." In the individuals

behavior:

There is a generalized set or basic orientation "...which enables
the individual to reduce and order the complex world about
hime and to act consistently and effectively in it." A pre-
disposition to act in a certain way.

There is a value system that concerns one's view of the universe,
one's philosophy of life.

HMCD 444

Role
Role Performance

Family Structure
Constellation or organization of people in the family

Dynamics of Family Interestion
Mutual reCOgnition of a relationship results in
interaction with each other.

HMCD 446

Role
Role Performance
Role Expectation
Role Conception

Communication
Receiving Messages
Sending Messages
Verbal
Non-Verbal
Intro Family Communication
Obstacles to Effective Communication
Enhancing Communication

Conflict Resolution
Dominance
Voluntary Submission
Compromise
Integration
Conversion
Acceptance of Difference
Productive Quarreling
Destructive Quarreling
Feelings about the Solution
Feelings about Each Other

Interpersonal Competence
Health
Intelligence
Empathy
Autonomy
Judgment
Creativity