ERIC Number: ED155151
Record Type: RIE
Publication Date: 1977-Mar
Reference Count: 0
Curricula, Personnel Resources, and Grouping Strategies.
DeVault, Marjorie L.; And Others
Teacher management of the extensity (duration) and intensity (abundance) of resources is identified as a major factor in pupils' active learning in classroom situations (time and effort expended in learning a task). Seven compensatory education curricula evaluations in the Project Follow Through Study ('74) serve as the data base for the analysis. Personnel resource extensity of each of the curricula is examined, and the relationship between teaching strategy and these resources is determined and related to pupil's educational experience (grouping and time allocation of personnel). The values of critical resource variables (number of teachers, aides, volunteers, enrollment figures, attendance) in the seven studies are tabulated and compared to determine resource intensity, and the use of teaching strategies is determined both in this resource context and in the context of experiences deemed desirable for compensatory education programs (curricular issues, grouping, and individualization strategies, instructional roles). Data indicate that (1) curricular selection is related to resource availability; (2) similarly resourced classes vary considerably in grouping sizes and in the extensiveness of individual work; (3) grouping and individualization are strongly dependent on the curriculum; (4) strategies may be strongly goal related; (5) small group and individual work of aides generally follows the same pattern as that of teachers; and (6) volunteers and aides are not generally used to free the teacher for more direct pupil instruction. It is concluded that curricular approach and goals, time allocations, grouping and individualization strategies, and teaching and supervisory personnel must all be taken into account in assessing effectiveness. Curricular goals are necessary for evaluating pupil outcome; time allocations represent teaching extensity; and the remaining factors represent teaching-learning intensity. (MJB)
Publication Type: Numerical/Quantitative Data
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.; Spencer Foundation, Chicago, IL.
Authoring Institution: CEMREL, Inc., St. Ann, MO. ML-GROUP for Policy Studies in Education.