A Study of the Attitudes of Nine Reference Groups Within the Lower Merion Schools District Toward Selected Secondary Social Studies Curriculum Activities.

Autor/inn/en	Raths, James; Fanning, John
Institution	Maryland Univ., College Park. Bureau of Educational Research and Field Services.
Titel	A Study of the Attitudes of Nine Reference Groups Within the Lower Merion Schools District Toward Selected Secondary Social Studies Curriculum Activities.
Quelle	(1971), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Attitude Measures; Community Attitudes; Curriculum Design; Curriculum Development; Curriculum Evaluation; Curriculum Research; Decision Making; Educational Philosophy; Learning Activities; Parent Attitudes; Secondary Education; Secondary School Curriculum; Social Studies; Student Attitudes; Teacher Attitudes + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Research; Curriculumreform; Forschung; Decision-making; Entscheidungsfindung; Bildungsphilosophie; Erziehungsphilosophie; Lernaktivität; Elternverhalten; Sekundarbereich; Gemeinschaftskunde; Schülerverhalten; Lehrerverhalten
Abstract	Two hypotheses were tested in this research: 1) Groups of parents, teachers, students, and administrators share similar attitudes concerning the worthwhileness of selected school activities; and, 2) The factors of process objectives, active student roles, informal evaluations, and timeliness contribute significantly to predictions of judgments made by the reference groups of selected school activities. Procedures involved the construction of 24 curriculum activities (included in an appendix), sampling from the various reference groups, and the development and administration of a research instrument (a Likert-type scale). The first hypothesis is partially supported by the data (partially because of the clustering of the groups in five distinct groupings). The second hypothesis is supported by the data. While these factors do not contribute a great deal individually in the explanation of group judgments, they do yield significant multiple correlations and serve to separate out the policies of the nine reference groups into five distinct clusters. Several recommendations for curricular decisions are made based on these findings. One of these is that since parents agreed with parents, students with students etc., curricular decisions must not be made by one person or group, but ways must be found to have all groups contribute to such decisions. (Author/AWW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC