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ERIC Number: ED128326
Record Type: RIE
Publication Date: 1975-Feb
Pages: 16
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Qualitative Indices for Selected Educational Innovations. Teacher Education Forum; Volume 3, Number 8.
Mahan, James M.
Presented in this paper is a selection of qualitative indices for four educational innovations (cultural pluralism, individualized instruction, open classroom, and team teaching) prepared by participants of a continuing action lab of the Association for Supervision and Curriculum Development. Participants estimated that over 65 percent of the curricular and organizational innovations in elementary schools today are falling short of their educational potential. They realized that innovation involves not only instructional materials, equipment, time redistribution, and structure reorganization, but that it involves changes in the behaviors of teachers and pupils. Participants were asked to consider specific teacher and pupil behaviors that should accompany particular innovations and to prepare priority indices for teacher and pupil observable behaviors. These indices were to represent only behaviors that would merit inclusion on a checklist for evaluating the actual classroom success of innovations. The indices were consolidated and converted into a scale conducive to rapid, brief responses that could be used in an informal, self-evaluative manner. For each innovation, indices are provided for teacher and pupil observable behaviors relative to an evaluative rating continuum from one to five (from many observations of desirable indices to many observations of less desirable indices). A brief synthesis of the thinking of the action lab members is offered by way of eight recommendations for change for the consideration of school faculties, curriculum and organization supervisors, teacher educators, and consultants. (MM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Bureau of Educational Personnel Development (DHEW/OE), Washington, DC.
Authoring Institution: Indiana Univ., Bloomington. Div. of Teacher Education.
Note: For related documents, see ED 097 306, ED 108 871, ED 109 654, and SP 010 391-405