Administrators' Perceptions of Outcome-Based Education: Outputs, Outcomes and Professional Accountability.

Autor/in	Furman, Gail Chase
Titel	Administrators' Perceptions of Outcome-Based Education: Outputs, Outcomes and Professional Accountability.
Quelle	(1994), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Administrator Attitudes; Administrators; Case Studies; Constructivism (Learning); Educational Change; Educational Policy; Educational Practices; Elementary Secondary Education; Interviews; Outcomes of Education; Program Implementation; School Districts; Teaching Methods; Teamwork; Urban Schools; Washington + Suchen Sie Ihr Suchwort? Verantwortung; Case study; Fallstudie; Case Study; Bildungsreform; Politics of education; Bildungspolitik; Bildungspraxis; Interviewing; Interviewtechnik; Lernleistung; Schulerfolg; School district; Schulbezirk; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This case study explores the impact of outcome-based education (OBE) in one school district 5 years after its adoption. The study is guided by constructivist theory and a perspective that policy studies can have an important problem-finding function. The basic assumption of the OBE approach, that educational improvement depends on a shift in focus to outcomes and greater accountability for results, was adopted in a small city school district in Washington as "outcome-driven education" (ODE). Data sources include open-ended interviews with 13 district administrators (central staff and school principals and assistants) and a collection of relevant documents. The impact of ODE is seen in both outputs, or changes in practice, and outcomes, or effects of these changes. Although findings are limited in that they are based on administrators' perceptions, the most significant result is the value ascribed to ODE in stimulating an inspirational vision and the acknowledgement that teaming, an input mechanism, is the most valued mechanism or aspect of the ODE model. Results suggest that the value of OBE may lie in its contributions to professional accountability. (Contains 27 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC