Priorities for a "General Education of High Quality" in the State of Ohio: Effects on Emerging Relationships Among Universities, the State Board of Education, and the Public Schools.

Autor/inn/en	Crisci, Pat Eva; Lulow, Roger J.
Titel	Priorities for a "General Education of High Quality" in the State of Ohio: Effects on Emerging Relationships Among Universities, the State Board of Education, and the Public Schools.
Quelle	(1981), (16 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Citizen Participation; Curriculum Development; Educational Improvement; Educational Objectives; Educational Responsibility; Elementary Secondary Education; Futures (of Society); General Education; Public Education; Public Opinion; School Community Relationship; State Standards; State Surveys; Teacher Education; Ohio + Suchen Sie Ihr Suchwort? 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching improvement; Unterrichtsentwicklung; Educational objective; Bildungsziel; Erziehungsziel; Erziehungsverantwortung; Future; Society; Zukunft; Allgemein bildendes Schulwesen; Allgemeinbildung; Öffentliche Erziehung; Öffentliche Meinung; Lehrerausbildung; Lehrerbildung
Abstract	The adoption of a new philosophy and new learner goals by the Ohio State Board of Education spawned a variety of Department of Education efforts. The new educational objectives concern five major categories: basic education; cultural education; citizenship education; career education; and health/personal education. To effectively carry out these goals, it was decided that a statewide survey of citizens, educators, and students was necessary to determine their perceptions of Ohio schools and of the goals adopted by the State Board of Education. Ohio citizens rated: schools; general education priorities; the most important academic, practical, and affective skills; and school and family responsibility for student development. Survey results have been used in the revision of minimum standards in the schools. Major priorities include: (1) improving pupil achievement and attendance; (2) reducing discipline problems; (3) providing adequate funding for schools; (4) adjusting to declining enrollment; (5) implementing desegregation; (6) strengthening teacher education and staff development; and (7) enhancing school community relations. It is hoped that the combination of a revised philosophy and the adoption of statewide learner goals, new minimum standards, and new priorities will help Ohio schools, universities, and the public to direct their commitment, energy, and time to improving education for Ohio youngsters. Implications for teacher education programs are included. (CJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC