ERIC Number: ED239400
Record Type: Non-Journal
Publication Date: 1981-Apr
Reference Count: N/A
Generalist Teaching Policy and Practice.
This evaluation of an attempt by the Papua New Guinea Department of Education to establish Generalist Teaching (GT) in provincial secondary schools from 1973 to 1977 is based on survey and case study data. Generalist Teaching was introduced to schools by means of two department circulars proposing reorientation of grades 7 and 8 curricula from existing specialized subjects. In order to ease students' transition into high school and to cut personnel costs, generalist teachers were asked to teach at least three subjects to the same class, and schools were expected to develop their own integrated curriculum. Chapter 1 places GT in its historical and theoretical context and reviews research problems and methodology. Chapter 2 summarizes the results of a survey of headquarters administrators that generally indicated no prior planning or consideration of the implications of implementing GT. The third chapter reports on a survey of 96 teachers' characteristics and attitudes toward GT, finding that the predominantly young, inexperienced teachers for whom little assistance was provided experienced confusion about the aims of GT. Chapter 4 presents case studies based primarily on staff interviews in five schools. The final chapter summarizes the implications of the study, concluding that GT was an example of poorly planned and badly managed change and offering recommendations for effective implementation of proposed change. (MJL)
Descriptors: Administrator Attitudes, Case Studies, Community Involvement, Educational Administration, Educational Change, Educational Improvement, Educational Innovation, Educational Policy, General Education, Integrated Curriculum, Program Implementation, Secondary Education, Summative Evaluation, Teacher Characteristics, Teacher Response, Teaching Methods
Publication Type: Reports - Research; Reports - Evaluative
Education Level: N/A
Audience: Policymakers; Practitioners
Authoring Institution: Papua New Guinea Univ., Port Moresby. Educational Research Unit.
Identifiers - Location: Papua New Guinea