High School With Options. An Analysis of the Data for 1973-74.

Autor/in	Edeburn, Carl E.
Titel	High School With Options. An Analysis of the Data for 1973-74.
Quelle	(1974), (125 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Attitude Change; Educational Attitudes; Educational Improvement; Educational Innovation; Educational Objectives; Evaluation Methods; High School Students; Interpersonal Relationship; Minicourses; Program Evaluation; Rural Schools; Secondary Education; Secondary School Curriculum; Self Concept; Sex Differences; Small Schools; Student Attitudes; Student School Relationship; Student Teacher Relationship + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Teaching improvement; Unterrichtsentwicklung; Instructional innovation; Bildungsinnovation; Educational objective; Bildungsziel; Erziehungsziel; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kurzlehrgang; Programme evaluation; Programmevaluation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sekundarbereich; Selbstkonzept; Sex difference; Geschlechtsunterschied; Schülerverhalten; Schüler-Lehrer-Beziehung
Abstract	The High School with Options program, using the mini-course approach, was designed for a small (250 students) rural high school in Wessington Springs, South Dakota, which wished to take better advantage of small enrollment, expand curriculum to meet educational needs/interests of students, and provide opportunity for increased involvement of parents and students in structuring students' educational programs. First-year objectives (1973-74), to be measured by standardized pre- and post-tests, were for participating students to show: (A) significantly higher self-concept; (B) more positive attitude toward school; and (C) more positive attitude toward school subjects. Growth in self-concept relative to peer group, family, and in general was indicated for objective A. For objective B, growth in attitude toward teacher authority/control and learning was evident, but not in attitude toward teacher (mode of instruction), teacher (interpersonal relationships), school social structure, or other students. Tests for objective C evidenced: growth in attitude toward English, vocational education, and physical education; limited growth in attitude toward mathematics, foreign language, fine arts-music, science; and no growth in attitude toward social studies. Areas of concern requiring further attention were the limited growth in attitude toward: teacher (interpersonal relationships); other students; mathematics, social studies and science. (MH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01