Download full textERIC Number: ED019737
Record Type: Non-Journal
Publication Date: N/A
Pages: 43
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PLANNING AND IMPLEMENTING CHANGE IN ONTARIO SCHOOLS. A REPORT OF THE COMMITTEE ON THE IMPLEMENTATION OF CHANGE IN THE CLASSROOM.
Ontario Inst. for Studies in Education, Toronto.
THIS PAPER ATTEMPTS TO BLEND EDUCATIONAL CHANGE THEORY WITH EMPIRICAL EVIDENCE. TWO CASE STUDIES WHICH ARE COMPOSITES OF MANY FIELD STUDIES ARE USED AS EXAMPLES. ONE CASE STUDY INVOLVES THE INITIATION OF A CONTINUOUS PROGRESS PLAN IN ELEMENTARY SCHOOLS, AND THE OTHER INVOLVES THE INITIATION OF TEAM TEACHING OF MATHEMATICS AND HISTORY AT THE ELEVENTH GRADE LEVEL. THE TWO STUDIES PROCEDE ALONG A THREE-STEP MODEL--(1) A METHOD OF ANALYSIS FOR EDUCATORS TO USE IN ASSESSING THEIR PRESENT SYSTEMS, (2) THE SEARCH FOR APPLICABLE INNOVATIONS, AND (3) THE IMPLEMENTATION OF THE INNOVATIONS. AN OUTLINE OF EXPERIMENTAL APPROACHES TO PLANNED CHANGE IN SCHOOL SYSTEMS IN BOSTON, CHICAGO, MICHIGAN, NEW YORK, AND PHILADELPHIA, AND A 29-ITEM ANNOTATED BIBLIOGRAPHY ARE APPENDED TO THIS REPORT. (HW)
Descriptors: Annotated Bibliographies, Case Studies, Change Agents, Continuous Progress Plan, Educational Innovation, Educational Planning, Educational Practices, Elementary Schools, Grade 11, Models, Public Schools, Research and Development Centers, Research Utilization, Secondary Schools, Teachers, Team Teaching
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Authoring Institution: Ontario Inst. for Studies in Education, Toronto.
Identifiers - Location: Canada (Toronto)
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