The study was concerned with developing strategies that can be used to implement and operate a School Within A School (SWAS) program that may contain an action-learning component. The study began with an intensive search of the literature. Later, two data collecting instruments were developed: (1)a semi-closed-end questionnaire which was mailed to 112 SWAS programs as identified in the National Directory of Public Alternative Schools (Flaxman and Holmstead, 1978); and (2) an open-ended telephone interview instrument which was administered via telephone to ten respondents working in SWAS programs across the United States. Prior to use, the two instruments were submitted to a panel of five experts for review. Data from the semi-closed-end instrument were recorded and each telephone interview was tape recorded and then transcribed. A summary of the most significant findings, using data from both the instruments follows. The majority of the SWAS programs were implemented to deal with a particular group of students in a more effective manner. A substantial number of programs were implemented to deal with attendance and drop-out problems. Teachers proved to be the most likely group of professionals to call for a SWAS program. Teachers also proved to be the major stumbling block to successful program implementation. The respondents emphasized the importance of dealing with change effectively in order to successfully implement innovations. Involvement of the school community facilitated program implementation. SWAS programs have been implemented and operated in the face of a district's declining resources. The operating expenses of a majority of the SWAS programs were equal to or below operating expenses of the regular host school. The major problem encountered in implementing and operating a SWAS program is the philosophical division the concept promotes between faculty proponents and opponents. However, it was also funding that by successfully dealing with the fears and threats posed by change, program advocates can facilitate implementation and operation. Finally, it was found that SWAS programs offering an action-learning component can easily initiate and maintain communication and coordination with community resource personnel and on-site supervisors. Based on the findings of the study, it was recommended that: (1)SWAS programs be directed at providing either curriculum options or scheduling options; (2)prior to introducing the SWAS concept, a needs survey be conducted and school community participation be encouraged and fostered in all phases of planning, operation, and evaluation; (3)once the SWAS concept has been introduced, steps be taken to reduce the stress and fear attendant to change; (4)accurate program evaluation procedures be established that are sensitive to the goals and objectives of the SWAS program; (5)a SWAS program operate with the same per-pupil expenditure ratio as the host school; (6)lines of authority and responsibility be clearly delineated in the program proposal; and (7) community resource personnel be involved in planning, operating, and evaluating any action-learning component.

No description available.

No description available.

The purposes of this study were (1) to ascertain the effect of three approaches of presenting reading material to fifth-grade children, (2) to analyze the results of each approach in relationship to reading ability, mental ability, and sex, and (3) to ascertain the implications of these approaches for elementary teachers and principals.

The purpose of the study was to create a differentiated staff paradigm for a new senior high school with a prescribed learning program but without a designated faculty. The paradigm was designed by identifying elements of a viable differentiated staffing pattern from a review of related literature and research, and incorporating the elements into a predetermined learning program for the selected school. The school selected for the study was a new senior high school in Elkhart, Indiana, which was under construction at the time the study was being conducted. The school was scheduled to open in September of 1972.The review of related literature and research included an examination of existing theory related to differentiated staffing and a description of three models of existing differentiated staffing programs. A review of the planning history and basic foundations for the school being studied was presented. Concepts upon which were developed the educational specifications for the high school, and which related directly to staffing considerations for the school, were described.A rationale for the paradigm explained why the selected school appeared to be an appropriate one to consider a differentiated staffing arrangement. The rationale reviwed process considerations for development of a differentiated staff paradigm. From the review essential elements of a differentiated staffing plan were identified and these elements were used as a framework for presenting a paradigm for the selected school.General conclusions drawn from the study included:1. Sufficient research on differentiated staffing programs does not exist to draw absolute conclusions about the concept.2. The process of relating a review of research and literature to a defined learning program for an impending high school can be utilized to design a differentiated staffing paradigm for that school.3. A functional differentiated staff will be founded on specialization of job responsibilities while insuring flexible utilization of individual competencies.4. Teachers must be intimately involved in the planning and implementation of a differentiated staffing program.5. The existence of a differentiated staffing pattern in one school will affect administrative and decision-making functions on a system-wide basis.6. Individuals accepting differentiated staffing positions with broader job scope than traditional teaching assignments accept, concurrently, a greater degree of responsibility.7. The greater the responsibility in a differentiated staffing position the greater should be the remuneration and involvement in decision making in that position.8. Evaluation of performance within a differentiated staff should be based upon measured achievement of described tasks.9. The role of the principal cannot be an autonomous one in a school which employs a differentiated staffing pattern.10. Both pre-service and continuous in-service training activities are vital to success of a differentiated staffing plan.11. In order to relate specialized positions to defined goals and individual skills, periodic evaluation and resultant restructuring of a differentiated staff organization is called for.Recommendations for further study were as follows:1. If a differentiated staff plan should be implemented within the selected high school a study of the actual plan vis-a-vis the pattern posed in the paradigm should be made.2. Successes and limitations of differentiated staffing programs in achieving stated objectives should be measured.3. Contrasting methods of evaluation of performance in a differentiated staff should be compared and analyzed.4. The effect of a differentiation of assignment on staff performance and morale should be assessed.5. The effect of implementing a differentiated staffing pattern in one school on the system-wide educational program should be studied.6. The relationship between differentiated teaching assignments and a concept of accountability in achieving educational goals and objectives should be reviewed.7. The role of the principal in a differentiated staff should be analyzed and reported.

The objective of this research study was to obtain a better understanding of the factors that affect lecturer and student participation in distributed collaborative learning assignments (DCLAs). A substantial number of courses worldwide have included DCLAs in their curricula in an attempt to teach students virtual communication and teaming skills, and to allow distributed students to learn course content collaboratively in a virtual environment. The execution and management of these assignments have proven to be more challenging that expected. Several attempts reported on in the literature had to be abandoned when cost exceeded the rewards for both lecturers and students. In a fouryear cyclical action research project carried out at the PETech (Port Elizabeth Technikon, currently part of the Nelson Mandela Metropolitan University, South Africa), ICT students at several of the PETech campuses were required to complete a DCLA in virtual teams. This project also had to be terminated when it was realised that virtual team learning was minimal and the time investment unacceptably high. For the research study reported on in this thesis the data collected during the four “preresearch” cycles and the experiences reported in the literature were analysed. The lessons learnt were applied to a new additional DCLA cycle which formed part of an ICT course, although this execution still showed room for improvement. A second additional cycle was then executed which had a high participation rate and was overwhelmingly labelled by the participating students as a valuable and enjoyable learning experience. Analysis of the factors affecting participation in DCLAs shows that they are numerous and tightly interlinked, and that each factor is able to take on a wide range of values. This complicates descriptive reporting as each of the DCLAs was unique with unique outcomes and would have to be reported as such in order to iii ABSTRACT iv gain an understanding of the factors. Hence, a level of abstraction was needed, which was accomplished by applying the traditional Glaserian grounded theory method to the data collected during the four “preresearch” and the two additional cycles, and from the literature on the topic. The outcome is a perceived costs and rewards (PCR) theory for participation in DCLAs. As participation is crucial for the learning experience of each student as well as his/her team members in an action learning environment, deciding on participation by continually calculating the costs versus rewards became the focal point of the theory. To the best of the author’s knowledge this research study makes a theoretical contribution to the existing body of ICT educational knowledge in the form of a perceived costs and rewards theory for DCLA participation and a practical contribution in that it provides a theory that can be used to explain, understand, interpret and predict participation in DCLAs. This research study provides guidance for future research in both of these areas.

No description available.

No description available.

The problem of this study was to determine the effectiveness of student-centered teaching in producing significant changes in certain critical thinking abilities among selected freshmen students at North Texas State College.

The portfolio method for instruction and assessment is an alternative to less effective traditional teaching methods. The flexible structure allows educators to incorporate other innovative teaching methods, such as experiential and collaborative learning. It can improve students' critical thinking skills and writing ability. Portfolio assessment is equitable and accurate in measuring students' progress and recording their accomplishments.