A Model of a Program Plan and an Expanded Instructional Proposal for a Small Rural High School in Illinois That Will Provide an Accepted Program as Measured by Illinois State Guidelines.

Autor/in	Howard, Ronald L.
Titel	A Model of a Program Plan and an Expanded Instructional Proposal for a Small Rural High School in Illinois That Will Provide an Accepted Program as Measured by Illinois State Guidelines.
Quelle	(1975), (126 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Curriculum Development; Doctoral Dissertations; Educational Objectives; High Schools; Instructional Design; Literature Reviews; Models; Organizational Theories; Personnel Management; Rural Areas; Small Schools; Student Needs + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Educational objective; Bildungsziel; Erziehungsziel; High school; Oberschule; Lesson concept; Lessonplan; Unterrichtsentwurf; Analogiemodell; Organisationstheorie; Personalmanagement; Rural area; Ländlicher Raum; School; Schools; Schule
Abstract	In an effort to develop an instructional model for a small, rural high school of 200 or less in compliance with the Illinois State Guidelines, the Guidelines were analyzed and small-school educational literature on models and operational instructional schemes were reviewed. The criteria employed in model development were: (1) Can flexibility be considered a feature?; (2) Can a staff of 12 or 13 teachers readily adapt to the concept?; (3) Is the cost reasonable for a small-school budget?; (4) Is there an authority in the field who considers the identified concept valid?; (5) Would this concept facilitate community instructional goals? Utilizing a format involving inventory of need, statement of need, performance objective, and implementation, the model was designed around the following stated student goals: (1) to develop a desire for learning now and in the future; (2) to develop skills in math, reading, writing, speaking, and listening; (3) to develop pride in work and a feeling of self-worth; (4) to develop character and self-respect; (5) to learn to get along with people with whom you work and live; (6) to learn how to respect and get along with people who think, dress, and act differently; (7) to learn how to examine and use information. Elements included in the model were: classroom learning conditions; teaching-learning schematics; organizational patterns; curriculum; and personnel assignment. (JC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC