ERIC Number: ED342083
Record Type: Non-Journal
Publication Date: 1988
Reference Count: N/A
Program Delivery in a Period of Declining Enrollment (1975-1984): A Study of Replicable Coping Strategies Used in Small Secondary Schools, Particularly in Northwestern Ontario.
McLeod, Roderick W.; And Others
Between 1975 and 1984, small secondary schools in Northern Ontario (Canada) suffered a period of declining enrollment. This document is designed to address the decisions made by these schools regarding program delivery during this period. Program delivery strategies are examined and documented based on information from 22 small secondary schools (those with fewer than 100 students per grade). Twenty-two principals, 310 teachers, and 810 grade 12 students participated in a survey that focused on selected aspects of program delivery. Six principals, 24 teachers, and 48 students who participated in the survey were then questioned in a series of onsite interviews. Two common strategies using resources outside school systems were correspondence education and cooperative education. At the time of the research, cooperative education was being planned or implemented on a trial basis. Small, resource-based communities had concerns about the appropriateness of this alternative. There were very few examples of coping strategies based on cooperation between two or more school systems. Although the program delivery change has been incremental, secondary schools will continue to be a prominent part of Ontario's educational system. Recommendations for strengthening program delivery conclude this report. (129 references) (LAP)
Descriptors: Declining Enrollment, Delivery Systems, Educational Cooperation, Foreign Countries, High Schools, Program Implementation, Small Schools
Publications Sales, The Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario M5S 1V6, Canada.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Ontario Dept. of Education, Toronto.
Identifiers - Location: Canada