My name is Nadine Spencer-Elize. I am an educator pursuing teacher certification at Southern Adventist University, taking the course Curriculum Development for Multi-Age Classroom. The purpose of this presentation is to inform other educators about a curriculum theorist who have impacted curriculum development. The theorists I have selected is Hilda Taddeo. Hilda was born in Estonia in 1902. She earned her graduate degrees from Tartu University.
She moved to the United States and earned her master's degree at Burne-Moor College and her PhD at Teachers College, Columbia University. She returned to Tartu where she applied for a professorship but was denied. She later returned to the United States where she served at different universities in various capacities, including Associate D. Her love for teaching drew her back to the classroom.
The objectives of this presentation are One, to explore TABUS theory of curriculum development. Two, to identify TABUS impact on current educational practices. And three, to understand TABUS impact on said educational practices.
Hilda TABUS approach to curriculum development, also referred to as the inverted model, begins with available information. on a needs assessment of the community and the school. It is anchored on the following steps. Needs assessment, formulation of specific objectives, content selection, content organization, evaluation, and check for balance and sequence.
TABOR's model involves teachers in curriculum development. This gives them a level of commitment and ownership, not... common to other curriculum models and better prepares them for implementation. Her model requires a supportive, cooperative classroom where the students and the teachers are able to express their ideas and opinions without fear of ridicule or reprimand. It allows ways of teaching children how to think, process information from many points of views and solve problems.
The impact TABA had on current educational practices. According to Franknell, many of Tabitha's ideas on curriculum development, such as her notion of a spiral curriculum in which key concepts are referred to again and again throughout the grades, organized instructional strategies, cognitive and affective domains so that the students form concepts, identify values, and analyze value conflicts. Her organization of teaching learning activities around concepts and ideas and the sequence of learning activities from those that provide the intake of information through those that require the organization of information to those that require the application of said learned information. According to ACES, in business world.
This functional nature of TABOR's model of curriculum development is reflective of total quality management referred to as TQM which is a business philosophy committed to customer satisfaction and continuous improvement. TABOR died in 1967. And today, her influence continues in our curriculum development, teaching children concepts and ideas.