Alternatives in Scheduling Patterns: Practitioner Implementation of Minicourse Programs in Selected Midwestern High Schools.

Autor/inn/en	Hansen, Patricia; Guenther, John
Titel	Alternatives in Scheduling Patterns: Practitioner Implementation of Minicourse Programs in Selected Midwestern High Schools.
Quelle	(1977), (24 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Administrator Attitudes; Curriculum Development; Data Analysis; Decision Making; Educational Needs; Educational Objectives; Educational Philosophy; Educational Research; Educational Trends; Flexible Scheduling; Literature Reviews; Minicourses; Nontraditional Education; Program Attitudes; Relevance (Education); Secondary Education; Social Studies; Surveys + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Auswertung; Decision-making; Entscheidungsfindung; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Bildungsforschung; Pädagogische Forschung; Bildungsentwicklung; Flexible working hours; Flexible Arbeitszeit; Kurzlehrgang; Non-traditional education; Alternative Erziehung; Relevance; Relevanz; Sekundarbereich; Gemeinschaftskunde; Survey; Umfrage; Befragung
Abstract	The purposes of the document are to report on the status of social studies minicourse programs in selected midwestern high schools and to provide information to schools regarding obstacles to minicourses as alternatives to traditional programs. A 1976-77 survey of 265 midwestern high schools determined that only 60 (23%) of the schools offered minicourses in social studies, although advantages of minicourses have been confirmed by numerous educational studies. The document cites studies and articles which suggest that social studies is particularly adaptable to the minicourse approach due to the variety of cognitive and behavioral objectives generated by social studies emphases on citizenship development, interdisciplinary studies, global education, skill development, and social science education. As a follow-up to the 1976 survey, questionnaires were sent to schools which indicated they did not offer minicourses. The 141 responses identified major objections to minicourse programs. Objections included a preference for traditional academic programs, negative community attitudes, absence of perceived need, declining popularity, and especially, difficulties in implementing and managing the programs. Eight conclusions are offered, including minicourses have not substantially increased over the last five years in spite of perceived benefits. Although "Back-to-Basics" and general educational philosophical concerns mitigate somewhat against minicourses, these concerns were not perceived as important as programmatic obstacles. Tables of data and a definition of terms utilized in the analysis are presented. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01