What 125,000 Ohioans Want from Their Schools. Alternatives for Educational Redesign.

Institution	Ohio State Dept. of Education, Columbus.
Titel	What 125,000 Ohioans Want from Their Schools. Alternatives for Educational Redesign.
Quelle	(1973), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Citizen Participation; Community Role; Design Preferences; Educational Assessment; Educational Change; Educational Development; Educational Legislation; Educational Needs; Educational Planning; Instructional Design; Nontraditional Education; Public Opinion; School Community Relationship; Statewide Planning; Ohio + Suchen Sie Ihr Suchwort? Verantwortung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Design requirements; Gestaltungsmittel; Education; assessment; Bewertungssystem; Bildungsreform; Bildungsentwicklung; Bildungsrecht; Schulgesetz; Educational need; Bildungsbedarf; Bildungsplanung; Lesson concept; Lessonplan; Unterrichtsentwurf; Non-traditional education; Alternative Erziehung; Öffentliche Meinung; Planwirtschaft
Abstract	This conference report presents, in a condensed form, the reactions by a representative group of 1,500 Ohioans to the suggestions generated by nearly 125,000 participants in local, county, and regional seminars regarding educational redesign and accountability. The conference was held to satisfy the requirements of an Ohio law which makes the State Board of Education responsible for defining the measurable objectives for which schools are to be held accountable. Conference participants in 21 groups considered a paper entitled "Alternatives for Educational Redesign," while those in 23 groups saw two videotapes on six possible accountability strategies and discussed each. Sixty percent or more of the educational redesign questions received a favorable response. Topics considered included curriculum, teacher education, and student programing redesign; education governance; and school-community relationship and service. Accountability Model 2, involving the use of achievement and attitude tests, was selected most by participants. Appendixes 1 and 2 present the small group totals and State totals for each of the redesign and accountability suggestions. Votes on recommendations which emanated from the small groups are included in Appendixes 3 and 4. (Author/DN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC