Take Two: Lessons in Program Revision.

Autor/in	Howley, Aimee
Titel	Take Two: Lessons in Program Revision.
Quelle	(1989), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academically Gifted; Admission Criteria; Case Studies; Curriculum Problems; Educational Principles; Elementary Secondary Education; Program Evaluation; Rural Schools; School Districts; Selective Admission; Special Education; Special Programs; Values + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Case study; Fallstudie; Case Study; Bildungsprinzip; Programme evaluation; Programmevaluation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Bildungsselektion; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogische Förderung; Wertbegriff
Abstract	This case study describes a rural school district's problems with its program for academically gifted and talented students and illustrates the process and outcome of a program evaluation. The program came into being in a hasty and expedient manner that satisfied the superintendent's desire for the notoriety accompanying school improvement while avoiding resource allocation for curriculum reform. The original admission standard was a standardized test score of 85th percentile or above for total basic skills. In the first months of practice, however, the principals supervising program implementation chose to admit students on the basis of subtest, rather than composite scores. Then, the superintendent bowed to pressure from the board and agreed to admit any student whose parents requested it. As the teachers found that their "gifted students" could not handle the challenges of accelerated materials, they responded by presenting regular college preparatory materials but with more assignments. This response frustrated the brightest students and angered their parents. During program evaluation, teacher workshops, surveys, and interviews revealed that five program aspects were troublesome: (1) organization and coordination; (2) course requirements; (3) student selection procedures; (4) curriculum; and (5) standards for student retention. Values conflicts centering around student identification standards and the nature of program content paralyzed the staff's ability to take any action with respect to the program and led to program deterioration and teachers, parents and students disaffection. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01