Organizational Consequences of Open and Traditional Educational Techniques.

Autor/in	Aldrich, Brian C.
Titel	Organizational Consequences of Open and Traditional Educational Techniques.
Quelle	(1973), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Design; Decision Making; Educational Research; Elementary Education; Open Education; Organizational Communication; Questionnaires; Statistical Surveys; Teacher Participation; Teacher Role; Teaching Methods; Teaching Styles; Traditional Schools + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Decision-making; Entscheidungsfindung; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Offene Erziehung; Offener Unterricht; Fragebogen; Statistische Erhebung; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil; Traditioneller Unterricht
Abstract	In this paper, data collected from two midwestern schools, one open and one traditional, were compared to determine differences in pedagogical techniques, routines of teachers' work, teacher participation in decision-making and school policy, and frequency of staff communication. School profiles (neighborhood composition, student characteristics, etc.) were matched as closely as was possible in a single school district. Questionnaires sent to teachers, professional staff members and all aides had a response rate of one hundred percent. Through statistical analysis, the following results were tabulated: (1) open schools ranked high in the index of open classroom methods and personalized curriculum, while traditional schools ranked high in the index of traditional classroom methods and prescribed curriculum; (2) teachers' work was more routine in traditional schools than in open schools; (3) teachers in open schools had much greater participation in strategic and work decisions; (4) teachers in both schools reported a general lack of close supervisory control, but traditional schools had a greater emphasis on rules and procedures; and (5) frequency of attendance at committee meetings and contacts with staff were significantly greater at open schools. In conclusion, it is found that the two types of schools do tend to differ, both in terms of their techniques and the degree of uniformity of the teachers' work. (Author/WI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01