Yesterday and Today: A Case Study of Educational Change in a Small Community.

Autor/inn/en	Hoke, Gordon; Osburn, Fred
Institution	Marion Community Unit School District 2, IL.
Titel	Yesterday and Today: A Case Study of Educational Change in a Small Community.
Quelle	2 (1968) 1, (32 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Ability Grouping; Administrator Role; Curriculum Development; Curriculum Evaluation; Demonstration Centers; Educational Change; Gifted; Junior High Schools; Mathematics Instruction; Mexican Americans; Program Descriptions; Program Development; Program Evaluation; Rural Areas; Student Reaction; Student Teacher Relationship; Teacher Response; Illinois + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Bildungsreform; Begabter, Hoch Begabter; Sekundarstufe I; Mathematics lessons; Mathematikunterricht; Hispanoamerikaner; Programmplanung; Programme evaluation; Programmevaluation; Rural area; Ländlicher Raum; Schülerkritik; Lehrerkommentar
Abstract	Begun successfully in 1963 as part of the larger Illinois Plan for the Education of Gifted Children, the demonstration center in "Anytown", a small northwestern Illinois community, was phased out after four years of operation. New curricula for grades 7-12 were developed at the University of Illinois for the Anytown and other similar Illinois demonstration centers. The Anytown center focused on the junior high level and initially emphasized science and social studies, although the English and mathematics programs were better received. Students were chosen for the program on the basis of high standardized test scores and elementary school achievement. The program's initial success was attributed to support by key administrators, faculty members, and outside consultants; training provided for teachers; attitudes of participating teachers towards the students; and the positive relationship between the center's director and the teachers. The center's ultimate failure was attributed to many factors, among which were contrasting leadership styles of the first two directors, the departure of the consultants and influential administrators, the spotlighting of underlying problems in the system, the unexpected informal influence of prominent community members, and a lack of understanding of community dynamics. Student and teacher reactions were not always positive. (SB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC