A Study of "Man: A Course of Study" in the Metropolitan School District, Nashville, Tennessee.

Autor/in	DeBolt, Susan
Titel	A Study of "Man: A Course of Study" in the Metropolitan School District, Nashville, Tennessee.
Quelle	(1972), (148 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Observation Techniques; Data Analysis; Educational Innovation; Educational Research; Elementary Education; Evaluation Criteria; Inquiry; Learning Processes; Literature Reviews; Program Effectiveness; Program Evaluation; Research Methodology; Social Studies; Teacher Effectiveness; Teaching Styles; Use Studies + Suchen Sie Ihr Suchwort? Auswertung; Instructional innovation; Bildungsinnovation; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Learning process; Lernprozess; Programme evaluation; Programmevaluation; Research method; Forschungsmethode; Gemeinschaftskunde; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrstil; Unterrichtsstil; Benutzerschulung
Abstract	This study was initiated in order to assess the effectiveness of an innovative social studies curriculum, "Man: A Course of Study" (MACOS). The introduction presents an overview of MACOS, the major hypotheses tested, and the design and function of the observation instrument. Chapter 2 reviews the literature on MACOS, emphasizing the learning theory on which MACOS is based and the relationship of cultural background to scholastic achievement. Chapter 3 discusses observation findings, analyzing classroom lessons, nonverbal activities, and classroom atmosphere. Chapter 4 presents pre-posttest results and the item analysis and analysis of variance performed on the Man and Animals tests and the Netsilik Eskimo tests. Chapter 5 concludes that the major teaching styles and classroom atmosphere did change and that there was a clear movement toward a more student-centered classroom. MACOS did fulfill several of its pedagogical aims, such as development of inquiry skills, use of primary sources, increased communication, and promotion of open-ended discussions. Pre- and posttest results showed a definitive improvement on posttest scores. Students' scores varied significantly according to socioeconomic areas and on attitudes toward basic concepts. Appendixes include the observation form, notes and data, tests and accompanying data, and chi-square test on semantic differential items. (Author/KSM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC