Problems of Project Direction and Coordination: North Country Supervisory Union, New Hampshire.

Autor/in	Stannard, Charles I.
Institution	Abt Associates, Inc., Cambridge, MA.
Titel	Problems of Project Direction and Coordination: North Country Supervisory Union, New Hampshire.
Quelle	(1979), (348 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrator Attitudes; Administrator Role; Agency Role; Building Trades; Career Education; Community Attitudes; Community Characteristics; Educational Change; Educational Planning; Elementary Secondary Education; Federal Aid; Federal Programs; Government School Relationship; Language Arts; Outdoor Education; Politics; Program Implementation; Psychological Services; Reading Improvement; Rural Education; Rural Schools; School District Autonomy; Vocational Education; New Hampshire + Suchen Sie Ihr Suchwort? Building trade; Bauwesen; Baugewerbe; Arbeitslehre; Bildungsreform; Bildungsplanung; Sprachkultur; Freiluftunterricht; Politik; Psychologische Betreuung; Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; School districts; Autonomy; School autonomy; Schulautonomie; Ausbildung; Berufsbildung
Abstract	With the reorganization of the Experimental Schools Council, administrative support and power were mobilized and the Experimental Schools (ES) project in New Hampshire's North Country Supervisory Union began to accomplish its goals in its third year. The project was hampered by the independence of the three districts included in the loose supervisory union. The districts shared problems of funding, state regulations, and community apathy, but their historical localism impeded collaborative planning. The first year (planning) of the ES program, initiated by one principal, was hampered by district autonomy, lack of effective leadership, and much wasted time. No specific agenda existed at the beginning of the first operational year, also characterized by poor planning. Still, four major components (language arts, psychological services, outdoor education, and most important, career/vocational education) were implemented. Major problems were lack of project director authority, local dissatisfaction with slow progress and high ES salaries, continued ES-district conflicts, and lack of support from Washington. In the third and fourth years, after strenghening of the Council, programs were extended and the building trades program was implemented. When the ES project ended, the career education, reading, and building trades programs had been established but district independence remained unchanged. (SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC