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What is Ralph Tyler

Handbook of Research on Technologies for Improving the 21st Century Workforce: Tools for Lifelong Learning
Hailed as the “king” of curriculum development based on pedagogy, the art and science of teaching children.
Published in Chapter:
Improving Workforce Education and Adult Learning: New Concepts
Viktor Wang (Florida Atlantic University, USA) and Jeff Allen (University of North Texas, USA)
DOI: 10.4018/978-1-4666-2181-7.ch001
Workforce education and adult learning cannot and should not be separate. These two closely interrelated fields continue to produce a sustainable competitive advantage in a competitive and global 21st century workforce. This chapter highlights some of the major concepts used to improve workforce education and adult learning in the hope that future researchers can replicate and continue to generate new knowledge when change reshapes the nature of the adult learner’s work. The authors have addressed existing and emerging concepts in these two fields, from a very different perspective than most articles of this nature, to assist in redefining workforce education and adult learning in the 21st century. It is hoped that everyone, including those in key leadership positions, will take a renewed interest in these vitally important fields and seek to leverage the respective theories, models, and frameworks to produce a more productive citizen of the world.
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Fundamentals in Program Development
Considered as the King of curriculum development based on behaviorism.
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Traditional Educational Leadership: Instructional Leadership Revolving Around Ralph Tyler’s Four Fundamental Questions
(1902-1994) was an American educator who worked in the field of assessment and evaluation. He served on or advised a number of bodies that set guidelines for the expenditure of federal funds and influenced the underlying policy of the Elementary and Secondary Education Act of 1965. Tyler chaired the committee that eventually developed the National Assessment of Educational Progress (NAEP). He earned his PhD from the University of Chicago. His most influential books is perhaps titled Basic Principles of Curriculum and Instruction. Tyler emphasizes the fact that curriculum planning is a continuous cyclical process, involving constand replanning, redevelopment, and reappraisal. Substitution of such an integrated view of an instructional program for hit-or-miss judgment as the basis for curriculum development cannot but result in an increasingly effective curriculum.
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