A Theory of Educational Productivity.

Autor/in	Walberg, Herbert J.
Titel	A Theory of Educational Productivity.
Quelle	(1978), (27 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Academic Achievement; Educational Environment; Educational Needs; Educational Objectives; Educational Planning; Educational Practices; Educational Research; Educational Testing; Elementary Secondary Education; Grades (Scholastic); Higher Education; Performance Factors; Predictor Variables; School Role; Sociocultural Patterns; Success; Test Results; Theories + Suchen Sie Ihr Suchwort? Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Bildungsplanung; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Notenspiegel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Leistungsindikator; Prädiktor; Soziokulturelle Theorie; Erfolg; Theory; Theorie
Abstract	To increase educational productivity and efficiency, educational process goals as well as achievement goals must be considered. Educational process goals are interpreted to include student perceptions of the social environment, creativity, self-concept, participation in extra-curricular activities, and interest in subject matter. Ignoring these perceptions and experiences in favor of traditional goals measured by test scores will decrease motivation and ultimately lower educational achievement. Many Educational experiments and psychological theories of education fail to produce desired educational outcomes because they do not clearly identify, define, and measure educational variables. For example, the Higher Horizons Program in New York attempted to upgrade the educational experience of children from deprived backgrounds by reducing class size to five or six students and adding numerous enrichment factors. Because program directors did not consider factors such as the interaction between family and instructional environments, performance scores on tests were not higher. Considerable research is needed to relate educational policy and practice to productivity of schools. Methodology should consider students' ability and motivation, the quality and quantity of instruction, class social environment, and home environment. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01