Open-Informal Education: Recommendations for Research and Development. Final Report.

Autor/in	Katz, Lilian G.
Institution	Illinois Univ., Urbana. Coll. of Education.
Titel	Open-Informal Education: Recommendations for Research and Development. Final Report.
Quelle	(1971), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Comparative Analysis; Early Childhood Education; Educational Objectives; Evaluation Methods; Instructional Materials; Open Education; Research Projects; School Community Relationship; Student Teacher Relationship; Teacher Behavior; Teacher Education; Teaching Methods + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational objective; Bildungsziel; Erziehungsziel; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Offene Erziehung; Offener Unterricht; Forschungsvorhaben; Teacher behaviour; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This report outlines a set of research and development efforts by means of which the National Institute of Education might proceed to support and encourage a type of schooling called Open Education. Part I of the report, Research and Development for the Support of Open-Informal Education, is comprised of five sections: I. Introduction; II. The Problem of Terminology; III. The Problem of Definition; IV. Tentative Definition of Open Education; and V. Rationale for Open Education. Part II, Central Issues for the Implementation of Open Education, contains two sections: I. Introduction; and II. Research and Development Topics. These Research and Development Topics are: 1. Attributes and Behavior of Teachers Related to Effective Open Informal Teaching; 2. Authority, Control and Permissiveness in Teachers; 3. Determinants of Teacher Behavior; 4. Teacher Selection and Training; and 5. Approaches to Teacher Training. Problems related to open informal education are seen to be those involving administration, leadership style, school-community relations, curriculum materials, and evaluation. An appendix compares teacher-directed learning and teacher-facilitated learning. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01