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Alma Ortega. Developing as an Educational Leader and Manager. Megan Crawford. Passionate Leadership in Education. Brent Davies. Kay Burke. Behind the Curtain. Anthony P. Crafting the Feedback Teachers Need and Deserve. Thomas M. Van Soelen. Today's Youth, Tomorrow's Leaders. Smita Guha.

Course of Study – UCLA Principal Leadership Institute – UCLA Center X

Scale-Up in Education. Barbara Schneider. Transforming Schools. Improving Induction. Maxine Bailey. The Eight-Year Study, also known as the Commission on the Relation of School and College, was an ambitious research project that was to evaluate how students from Progressive secondary schools would fare in colleges.

The significance of the study was that it included curriculum goals that were important to Progressive educators but were not easily measured on standardized tests, such as social responsibility and cooperative behavior. Taba's contribution to the study was evaluation of social sensitivity, which was related to the general goal of preparing students for effective democratic participation. Using multiple means of evaluation that included group activities, informal conversations, anecdotal records, reading records, and book reviews, Taba delved under the surfaces of social phenomena to identify the attitudes and problems in students' social life that would contribute to a particular phenomena.

She tackled a challenging area of social studies curriculum, the measurement of attitudes about race, class, and ethnicity and at the same time provided authentic alternatives to paper and pencil assessment. Taba's work on evaluation, conducted at the Ohio State University, led to a productive collaboration with Ralph Tyler and the design of a general framework and theoretical rationale for developing curriculum.

It also led to a position as director of the Curriculum Laboratory at the University of Chicago in and her subsequent leadership in intergroup education in the s. In response to racism, anti-Semitism, and perceived threats to national unity, a collaboration was created in between the National Conference of Christians and Jews and the American Council on Education.

This collaboration, focused on the reduction of prejudice and conflict through education, was known as the Intergroup Education in Cooperating Schools Project. Taba developed an association with the project in when she headed a summer work shop at Harvard that resulted in a yearbook for the National Council for Social Studies titled Democratic Human Relations. She assumed the directorship of the project beginning in , and then served as director of the Center for Intergroup Education at the University of Chicago until Taba brought a staff of eight educators together, who fanned out across eighteen sites and seventy-two schools over a period of two years to work with local site faculty on issues of prejudice and discrimination.

The Intergroup education project tackled the issues of newcomers, economic instability, housing patterns, and community relations, using typically Taba-type interactive curriculum and processes such as literature groups, conflict resolution, and role playing.

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The project constitutes a landmark in social education and foreshadowed multicultural education projects of the s and s. In Taba left the Intergroup Education Center to take a position at San Francisco State College, where her third curriculum reform project developed. Working collaboratively with teachers and administrators in Contra Costa County, California, a San Francisco Bay area community, Taba formulated, researched, and wrote about the foundations of curriculum development.

Taba and her colleagues from the college and the county schools explicated and documented the complex processes associated with concept formation by children using social studies curriculum. She and her staff organized and implemented staff development for teachers, and documented the processes for research purposes.

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  6. Taba's close associate, Mary Durkin, a teacher and curriculum specialist from the Contra Costa County schools, anchored the critical bridge between Taba's theoretical work and her practice of teaching classroom teachers about concept attainment and writing curriculum. The Taba Spiral of Curriculum Development is a graphic organizer, which was designed to illustrate concept development in elementary social studies curriculum that was used by teachers in Taba workshops in the s.

    That graphic tool has sustained its utility and is found in curriculum texts in the early twenty-first century. Taba's theorizing and curriculum development processes provided a blueprint for curriculum development in the twentieth century. She comprehended and articulated the complex connections between culture, politics, and social change; cognition and learning; and experience and evaluation in curriculum development—and the significance of all three for teacher preparation and civic education.