A Suggested Model for Developing Speech Programs in Pennsylvania; and An Analysis of Pennsylvania's Suggested Model for Developing Speech Programs: Draft 5.

Autor/inn/en	Ecroyd, Donald H.; Clark, Frank
Institution	Pennsylvania State Dept. of Public Instruction, Harrisburg. Bureau of Curriculum Planning and School Evaluation.
Titel	A Suggested Model for Developing Speech Programs in Pennsylvania; and An Analysis of Pennsylvania's Suggested Model for Developing Speech Programs: Draft 5.
Quelle	25 (1968), S.26-40 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Communication (Thought Transfer); Curriculum Development; Curriculum Evaluation; Educational Objectives; Learning Processes; Listening; Models; Speech Communication; Speech Curriculum; Speech Education; Speech Instruction; Teacher Education + Suchen Sie Ihr Suchwort? Communication; thought; Kommunikation; Gedanke; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Educational objective; Bildungsziel; Erziehungsziel; Learning process; Lernprozess; Hörvorgang; Zuhören; Analogiemodell; Speech training; Sprechübung; Lehrerausbildung; Lehrerbildung
Abstract	In the first section of this two-part report, Donald H. Ecroyd discusses a proposed working model for developing speech programs which contains (1) a rationale for speaking and listening instruction at all levels, (2) a diagram of specific objectives and a schematic design for translating these into a speech program, (3) suggestions for classroom teacher preparation, (4) a listing of representative objectives for each aspect of the model, and (5) the five developmental steps for speech programs--basic assumptions, definition of principles, development of objectives, statements of application, and criteria for evaluation. In the critique contained in the second section of the report, Frank Clark states that the model presents a sound framework for further study and application, but does not stress the broader aspects of speech education because it is too closely allied with public address, lacks sequential development, and fails to present instruction and references for beginning teachers. Also included are suggestions for improving the model and a bibliography of speech curriculum models, projects, and reports. (JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01