The Amherst Ungraded Secondary Schools: An Evaluation Report. (Volume I) and Appendices (Volume II).

Autor/inn/en	Frederickson, Ronald H.; und weitere.
Institution	Amherst-Pelham Regional School District, Amherst, MA.; Massachusetts Univ., Amherst. School of Education.
Titel	The Amherst Ungraded Secondary Schools: An Evaluation Report. (Volume I) and Appendices (Volume II).
Quelle	(1968), (877 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bibliographies; Case Studies; Course Evaluation; Curriculum Evaluation; Educational Objectives; Evaluation Methods; Interviews; Literature Reviews; Nongraded Instructional Grouping; Program Evaluation; Secondary School Students; Secondary Schools; Statistical Analysis; Tape Recordings; Worksheets; Massachusetts + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Educational objective; Bildungsziel; Erziehungsziel; Interviewing; Interviewtechnik; Programme evaluation; Programmevaluation; Sekundarschüler; Sekundarschule; Statistische Analyse; Master-Studiengang
Abstract	An evaluation of the Amherst ungraded secondary schools conducted with the use of ESEA Title III funds, assessed the degree to which the schools achieved objectives of the program. Descriptive data upon which the evaluation was based include interviews with parents and students and staff, an activities checklist, standardized achievement tests, student records, and case studies. The objectives of the nongraded program emphasized the needs and abilities of the individual student, with progression rates commensurate with ability. In addition, the nongraded curriculum was to provide for independent study and to recognize the value of experiences outside formal study. The program was designed to give the student more responsibility in directing his program of study and to encourage self-motivation. Finally, the program intended to provide a meaningful appraisal of the students' achievement. The data revealed that a father's socioeconomic status greatly influenced a student's curriculum placement and that more direction was needed in helping a student choose his program of study. (LN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC