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ERIC Number: ED245793
Record Type: Non-Journal
Publication Date: 1981-Jan
Pages: 70
Abstractor: N/A
Reference Count: N/A
Follow Through: Illusion and Paradox in Educational Experimentation.
Smithberg, Lorraine
The culmination of many years of implementing and analyzing the Bank Street model in Project Follow Through, this paper provides an extensive discussion of controversial and problematic issues related to the program and reviews what has been learned at Bank Street as a result of experience with Follow Through. Recommendations for program development and evaluation are offered along with suggestions for the design of future research efforts. The first section of the discussion indicates the significance of Follow Through; explores discrepancies between perceptions of the value and impact of the program; points out three illusions of the public concerning education; and discusses three paradoxes concerning belief systems, models, and program evaluation. The second section reviews old concepts reaffirmed and new concepts attained concerning children, adults, school systems, and sponsorship. It is recommended that, in the future, Follow Through include provisions for studying belief systems and for building in resources for documentation and dissemination, and foster inquiry into processes. In addition, it is suggested that the limitations of evaluation be acknowledged and the service component of the program be legitimized. Appended are program analysis materials used in implementing the model, a description of the model, and a flow chart of the change process in a local school system. (RH)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: N/A