National Priorities for Elementary Education. CSE Monograph Series in Evaluation. Volume 2.

Autor/inn/en	Hoepfner, Ralph; und weitere
Institution	California Univ., Los Angeles. Center for the Study of Evaluation.
Titel	National Priorities for Elementary Education. CSE Monograph Series in Evaluation. Volume 2.
Quelle	(1973), (82 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrator Attitudes; Classification; Educational Needs; Educational Objectives; Elementary Education; Elementary School Curriculum; Elementary School Teachers; Evaluation Methods; National Surveys; Needs Assessment; Parent Attitudes; Principals; Q Methodology; School Surveys; Teacher Attitudes + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bedarfsermittlung; Elternverhalten; Principal; Schulleiter; Lehrerverhalten
Abstract	This monograph presents the results of the field testing of the Elementary School Evaluation KIT: Needs Assessment. The KIT, which is designed to facilitate the determination of goal priorities for an elementary school, provides a school principal with a rationale and specific techniques and materials for conducting a needs assessment of his or her own school. The monograph is set forth in four chapters. Chapter 1 examines educational needs assessment and describes the approach used to establish needs and priorities. Chapter 2, which describes the rationale and development of the goal taxonomy, also discusses how these goals were rated by a national sample and the composition of the sample. Chapter 3 examines the findings of the national survey of priorities for elementary goals and discusses the areas of similarity and divergence among the distinct rating groups comprising the sample. Chapter 4 suggests some implications that emerged in terms of the methodology described and the findings it yielded. The sample is large, comprises several diverse rating groups, and has broad geographic and socioeconomic representation. The data suggest some national priorities for elementary education, and should interest those concerned with how such priorities are established and the form they assume. (Author/RD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01