ERIC Number: ED169627
Record Type: RIE
Publication Date: 1978
Reference Count: 0
Mapping New Schools. 1: Setting the Stage for Planning. Part 1 in a Series of Four New-School Planning Guides.
Taylor, Beverly Loy
This guide, one of four, is a product of the Project on Social Architecture in Education, initiated to find out what it takes to develop a program and a working social system for a new school. The project began with interviews with school planners and consultants, then moved to the study of six new innovative public schools for a two-and-a-half year period. The four guides are the result of creating learning materials from the field reports and case studies of the research team. They are intended to be helpful to anyone whose mission is to create a new program, a newly opened building, or a radically redesigned school setting. The first guide helps orient the reader to the planning enterprise. After dealing with such issues as the composition of the planning group and planning skills, it sets out the primary planning tasks for a new school. The guides consist of readings to be done individually and exercises to be done individually and/or with a group. The exercises are open-ended and self-analyzing. The materials in each guide are divided into separate modules that may be used independently of one another. Case study illustrations have been printed in italics and boxed to highlight them for easy retrieval. The last section of each guide is a resources piece that lists all references used in the text. (Author/MLF)
Descriptors: Case Studies, Change Strategies, Conflict Resolution, Consultants, Critical Path Method, Data Collection, Decision Making, Educational Environment, Educational Innovation, Efficiency, Elementary Secondary Education, Group Dynamics, Group Norms, Guides, Meetings, Nontraditional Education, Organizational Communication, Organizational Effectiveness, School Planning, Workbooks
Publication Type: Guides - Non-Classroom
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Center for Policy Research, New York, NY.
Note: For related documents, see EA 011 513-522 ; Not available in hard copy due to colored background of original document