Accountability and the Affective Domain.

Autor/inn/en	Dobson, Judith E.; Dobson, Russell L.
Titel	Accountability and the Affective Domain.
Quelle	(1975), (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Attitudes; Behavioral Objectives; Behavioral Science Research; Conceptual Schemes; Educational Environment; Educational Objectives; Educational Quality; Elementary Education; Evaluation; Human Dignity; Humanism; Humanistic Education; Humanization; Individual Development; Models; Nontraditional Education; Public Education; Student Attitudes + Suchen Sie Ihr Suchwort? Verantwortung; Attitude; Einstellung; Verhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational objective; Bildungsziel; Erziehungsziel; Quality of education; Bildungsqualität; Elementarunterricht; Evaluierung; Menschenwürde; Humanismus; Humanistische Bildung; Humanisierung; Individuelle Entwicklung; Analogiemodell; Non-traditional education; Alternative Erziehung; Öffentliche Erziehung; Schülerverhalten
Abstract	This paper presents and discusses a model of a comprehensive educational system committed to humane education. The value of a school experience is determined by the quality of the living experience that occurs in the school. This experience generally does not include at present a systematic realization of humane potential on the elementary level. The following schematic expression of a comprehensive educational system committed to a humane education provides one viable educational alternative to present systems. It is intended for consideration by elementary-school personnel committed to helping pupils know people as opposed to teaching them to know about people. The system is divided into the following five phases: (1) goals which might include development of a healthy self-concept, assuming responsibility for one's own actions, accepting self and others, and taking advantage of educational experiences; (2) theoretical base which encompasses social interaction, curricular development, community and parent involvement, and student and teacher personal growth; (3) objectives which should be decided on by the school staff and by parent and community committees; (4) instructional program which can best be devised by the school staff; and (5) evaluative design which will include input from teachers, children, administrators, and parents. References are included. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01