Comparative Study on the Process of Community Change: Wisconsin, England, Taiwan.

Autor/in	Kreitlow, Burton W.
Titel	Comparative Study on the Process of Community Change: Wisconsin, England, Taiwan.
Quelle	(1976), (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Behavioral Science Research; Change Agents; Community Influence; Community Leaders; Comparative Analysis; Comparative Education; Cross Cultural Studies; Educational Change; Educational Improvement; Educational Responsibility; Models; Research Design; Teacher Influence; Taiwan; United Kingdom (England); Wisconsin + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Community leadership; Gemeindeleitung; Vergleichende Erziehungswissenschaft; Cultural comparison; Kulturvergleich; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Erziehungsverantwortung; Analogiemodell; Forschungsdesign
Abstract	The research design (called a Model for Educational Improvement), which was employed to compare the process of community educational change in Wisconsin, England, and Taiwan, is described. It was designed to demonstrate the means by which the following can be compared across cultures: Comparative influence on educational matters that are assigned by community leaders and parents to selected individuals or groups, and comparative extent of responsibility for educational improvement so assigned. The design presents a novel system for realistic field interviewing in a country where there is a language barrier for the researcher. Included in the design are descriptions of how preliminary plans are made for gaining school cooperation, methods of selecting samples of parents, and determination of the sample of community leaders. Results of the study, which proved the model's viability across cultures, are presented in summary form (tables and narrative). The summary includes information which demonstrates the greater influence in England and Taiwan of district administrators, principals or headmasters, teachers, and of both state (province) and federal officials as perceived by parents and community leaders. It also includes evidence from parents that in Wisconsin the influence of the school boards and parents is greater than in England and Taiwan. (Author/WL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC