[Wyoming Indian High School (WIHS), Ethete, Wyoming.] Evaluation Report, Contract No: K51C14200583, August 1972. Research and Evaluation Report Series No. 04-A.

Autor/in	Sage, Allison
Institution	Bureau of Indian Affairs (Dept. of Interior), Albuquerque, NM.
Titel	[Wyoming Indian High School (WIHS), Ethete, Wyoming.] Evaluation Report, Contract No: K51C14200583, August 1972. Research and Evaluation Report Series No. 04-A.
Quelle	(1975), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administration; American Indians; Average Daily Attendance; Board of Education Role; Curriculum Development; Educational Objectives; Formative Evaluation; Personnel; Policy Formation; Program Evaluation; School Counseling; School District Autonomy; Secondary Education; Student Characteristics; Student Records; Task Analysis; Teacher Qualifications; Wyoming + Suchen Sie Ihr Suchwort? Verwaltung; American Indian; Indianer; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Politische Betätigung; Programme evaluation; Programmevaluation; School counselling; Pädagogische Beratung; School district; School districts; Autonomy; School autonomy; Schulautonomie; Sekundarbereich; Schülerakte; Aufgabenanalyse; Lehrqualifikation
Abstract	Results of a formative, on-site evaluation of the Wyoming Indian High School (WIHS) at Ethete, Wyoming are presented in this report. Presenting information upon which effective and efficient planning might proceed for the 1972-73 school year, this report deals with the following areas of concern: (1) establishment of WIHS goals (establishment of a high school under American Indian control; preservation of the culture and development of cultural awareness, identity, and skills; increased student preparation for choice of life styles); (2) program components (board of trustees; school administration; student attendance, characteristics, guidance/testing, and data files; staff and support staff responsibilities and qualifications; program curriculum, allocations, organization, and activities); (3) task analysis and time frame (objectives, standards, measurements, and programs). The evaluators' recommendations are summarized as follows: the school board must assume an active role in development, policy making, and educational leadership; an educational director must be appointed and his responsibilities and authority established; data must be collected on student characteristics and needs; curriculum priorities must be set; curriculum development must include a course list, course content, methods, and materials; policy decisions must be made on attendance, discipline, course credit, grading, and personnel. (JC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC