Teacher-administrator judgement and reaction to the Northwest Curriculum Evaluation Project

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dc.contributor.advisor Rosenberg, Morton M. (Morton Mervin), 1930- en_US
dc.contributor.author Jackson, Terry L. (Terry Lee), 1941- en_US
dc.date.accessioned 2011-06-03T19:27:13Z
dc.date.available 2011-06-03T19:27:13Z
dc.date.created 1973 en_US
dc.date.issued 1973
dc.identifier LD2489.Z68 1973 .J3 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/177022
dc.description.abstract The Major Problem of the StudyThe major problem of the study was to conduct a systematic evaluation to judge whether administrators, school districts or teachers have undergone or implemented change one year after participating in a curriculum evaluation project.Methods and Procedures of the StudyThe study attempts to provide an accurate description of the impact of the Evaluation Project on the professional conduct of those who participated in data collection and to collect the judgments of these professionals of the impact of the evaluation on the behavior of teachers, administrators and central office personnel. A teacher-administrator questionnaire and an interview guide were used to gather data to form the descriptive aspect of this study.ConclusionsConclusions were based on the findings of the study, on the literature and research reviewed as part of the study and on the writer's experiences in conducting the study.1. The Evaluation Project as judged by teachers, central office administrators and building administrators have led classroom teachers to use evaluation data to make changes in their instructional methods.2. In each of the participating school districts, administrators in some buildings have expressed a desire to help teachers implement change in their classrooms.3. Professionals who responded to the interviews and questionnaires reported that administrators in their respective school districts have attempted to make changes in the decision-making procedures for their buildings.4. Data collected from professionals who participated in the Evaluation Project indicate that teachers and administrators did not give examples of parents asking questions about schools.5. Professionals who responded to the interviews and questionnaires reported that central office administrators have not used the Evaluation Data to make changes in curricula in several school districts.6. In some instances there is evidence to substantiate that school boards have used Evaluation Data to make curricula changes.7. One-half of the students reported that they have had the opportunity to participate in designing learning experiences in their classrooms.8. Professionals who participated in the data collection for the Evaluation Project indicated that the process of systematic data collection has been beneficial to them.9. There is some evidence to substantiate that systematic data collection is important for educational purposes as the professionals who participated in the data collection for the Evalaution Project reported that their participation helped them to identify needs for their corporations.10. The researcher judges that the impact of the Evaluation Project was most beneficial to those professionals who participated in the collection of data for the Project. Recommendations for Further Study1. The Evaluation Project has succeeded in developing a systematic format for the collection of data. The next step might be to let other professionals who did not participate in the collection of data for the Project to have the opportunity to do so in future, Evaluation Projects.2. Presently, pupils are making decisions about learning experiences for their classroom environment. Further research needs to be done concerning pupil involvement in the learning-designing experiences that classroom teachers provide pupils.3. Develop both pre-service and in-service programs where parents can contribute to the development of a curriculum that reflects the communities' needs. Further study is essential to the. types of in-put that parents have in the decision-making alternatives offered parents in regard to the curricula of the school.4. More time should be spent on developing, communication skills among school boards, central office administrators and building principals so that a consensus might be achieved when a decision needs to be made. Further study needs to be done so that a total committment on the part of the administration and professional staff in regard to decision-making can be accomplished without mis-direction. 5. Enlarge the effort to allow for further instrumentation and data process of information to continue to give feedback to school corporations so they might be able to devise a process of data collection which would help them to resolve their needs. en_US
dc.format.extent vi, 157 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh Education -- Curricula. en_US
dc.subject.lcsh Educational surveys. en_US
dc.subject.lcsh Curriculum planning. en_US
dc.title Teacher-administrator judgement and reaction to the Northwest Curriculum Evaluation Project en_US
dc.description.degree Thesis (Ph. D.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/417359 en_US


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  • Doctoral Dissertations [3121]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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