A Self Renewal Model for Educational Systems. Controlled Change and Accountability Through Discrepancy Evaluation.

Autor/in	Geisert, Paul
Institution	Wyoming Univ., Laramie. Center for the Development of School Self-Renewal.
Titel	A Self Renewal Model for Educational Systems. Controlled Change and Accountability Through Discrepancy Evaluation.
Quelle	(1972), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Decision Making; Educational Change; Educational Improvement; Educational Objectives; Educational Philosophy; Educational Research; Evaluation Methods; Models; Nontraditional Education; Policy Formation; Program Development; Program Evaluation + Suchen Sie Ihr Suchwort? Verantwortung; Decision-making; Entscheidungsfindung; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Bildungsforschung; Pädagogische Forschung; Analogiemodell; Non-traditional education; Alternative Erziehung; Politische Betätigung; Programmplanung; Programme evaluation; Programmevaluation
Abstract	This report presents a model that describes the logical steps that should be implemented to maximize self-renewal in a rapidly changing social environment. The model, which uses a systematic approach to the problems of change and accountability, is designed to assist educators in the continual definition, selection, and implementation of viable educational alternatives. The report discusses the theoretical background of the self-renewal model, suggests the segments of the educational system to which the model could be applied, and examines its associated time line. The author provides a step-by-step explanation of the model including (1) the selection of an educational philosophy, (2) the development of written goals from that philosophy, (3) the acquisition of a staff consensus on the philosophy and goals, (4) the development of educational objectives from the goals and priorities, (5) the establishment of a selection criteria for alternative instructional designs, and (6) the dissemination of the program plan. The model calls for continuous discrepancy evaluation to determine inconsistencies between the programs selected and the philosophy and goals desired. (Author/JF)
Anmerkungen	Center for Research, Service, and Publication, Room 304 Graduate Hall, School of Education, University of Wyoming, Laramie, Wyoming 82070 ($2.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC