Designing Educational Programs Aligned with Reforms in Teaching and Uniform Restructuring in Education: Rationale and Basic Operating Principles. Research, Consultation, & Teaching Program Monograph No. 5.

Autor/inn/en	Tindal, Gerald; und weitere
Institution	Oregon Univ., Eugene. Coll. of Education.
Titel	Designing Educational Programs Aligned with Reforms in Teaching and Uniform Restructuring in Education: Rationale and Basic Operating Principles. Research, Consultation, & Teaching Program Monograph No. 5.
Quelle	(1993), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Age Grade Placement; Educational Environment; Educational Objectives; Educational Policy; Holistic Evaluation; Learning Disabilities; Learning Processes; Models; Nongraded Instructional Grouping; Primary Education; School Effectiveness; School Restructuring; Systems Analysis; Systems Approach; Oregon + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Holistische Methode; Learning handicap; Lernbehinderung; Learning process; Lernprozess; Analogiemodell; Primarbereich; Schuleffizienz; Schulreformplan; Schulumwandlung; System analysis; Systemanalyse; Systemischer Ansatz
Abstract	An increasing number of elementary school sites have begun to implement nongraded, multiage, primary developmental learning environments. Nongraded primaries are more than just a loosening of the age limits and a changing of the promotion strategies. This broad educational restructuring strategy provides a unique opportunity for creating new learning and inclusive environments as well as understanding systemic variables in schools affecting children with disabilities. The purpose of this paper is to describe the relationships among interdependent processes and resource-use strategies within the context of a specific school-reform/restructuring effort. This approach is designed to enhance system adaptability and inclusiveness as a means for achieving better educational outcomes for children with disabilities. What distinguishes this approach from previous research and development is not only the contextual focus on nongraded, multiaged primary blocks, but the systemic "holographic" and interdependent approach to school organization. This paper presents a systemic framework and theory for guiding the development, implementation, and evaluation of such reform grounded in organizational and systems theories of change. A systemic, holographic approach to school reform and restructuring is based on a conceptual framework that requires "putting the whole into the parts," rather than attempting to sum or link the parts to make a whole. (Contains 124 references.) (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC