A Process for Comprehensive Educational Change: The Experimental Schools Program in Rural America

Autor/in	Peters, Richard O.
Titel	A Process for Comprehensive Educational Change: The Experimental Schools Program in Rural America - A Case Study (1973-1978).
Quelle	(1978), (24 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Career Education; Case Studies; Change Strategies; Community Involvement; Community Resources; Educational Objectives; Experimental Schools; Inservice Teacher Education; Language Arts; Outdoor Education; Personnel Needs; Program Descriptions; Program Development; Program Evaluation; Rural Schools; Small Schools + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Arbeitslehre; Case study; Fallstudie; Case Study; Lösungsstrategie; Educational objective; Bildungsziel; Erziehungsziel; Pilot school; Model school; Modellschule; Lehrerfortbildung; Sprachkultur; Freiluftunterricht; Personnel requirement; Personalbedarf; Programmplanung; Programme evaluation; Programmevaluation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	One of 10 sites chosen for multi-year funding under the National Institute of Education's rural Experimental Schools Program (ES), the New Hampshire School Supervisory Union 58 ES Project was a community-based effort, serving 3 autonomous school districts and operative between July 1973-July 1978. Serving a total population of 3,816, the project goals were to: create an instructional program to meet the needs of Union 58 students; upgrade the instructional content, concepts, and skills of classroom teachers; bring about a degree of change in both the instructional program and administrative structure of the local school system; and provide a basis for on-going instructional review and revision. Project components were: adult education; career education; language arts; outdoor education; and teacher in-service training. Project staff consisted of: the project administrator; a career education coordinator (K-12), a language arts coordinator (K-12), an environmental/outdoor education coordinator (K-12), an in-house project (Level I) evaluator, and a secretary/bookkeeper. Contracted services were provided by two agencies and numerous community resource people. Recommendations based upon project results indicated procedural needs incorporating: involvement and commitment on the part of administrators, teachers, school boards, and local citizenry; clearly stated timelines; teacher involvement in in-service program development; integrated program development efforts; and identification of specific tasks for all members of the instructional team. (JC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC