The purpose of this study was to redefine and validate science education curricular goals for grades K-12 in the 1980s. Goals were obtained through a survey of recent educational literature. The goals were then compiled into an instrument, Science Education Curricular Goals for Validation, which was mailed to 100 science educators for validation by ranking each of the goals on a 1-7 scale (with 1 being the least important and 7 being the most important). The science educators were randomly selected from the membership of the National Association for Research in Science Teaching, an organization dedicated to research in science education with a United States membership of 582 as of October 1980. The sample of 100 science educators represented 17% of the total United States membership. Medians and ranks for each of the 17 goals were calculated and the additional goals suggested by respondents, organized with minimal editing, were reported. The results of the study indicated that, although there was some agreement on the initial 17 goals in the instrument, there was also considerable disagreement as evidenced by the suggestions from respondents of 41 additional goals. The highest goal was one dealing with the processes, concepts, principles, and generalizations of sciences. The lowest ranked goal was one dealing with the integration of the humanities and the sciences. In the additional 41 goals suggested by respondents, there were several that were in direct opposition to those in the original 17 or to those additionally suggested by respondents. It was concluded that considerable further research is needed before a cohesive set of science education curricular goals can be established.

Throughout the 1970's many "accountability systems" were developed and offered as panaceas for curing the ills of education. The purpose of this study was to develop a method by which the wide variety of accountability designs could themselves be held accountable, and then to apply the methodology of these evaluation criteria to develop an accountability system that would, in fact, accomplish the basic ends of accountability and thus place the entire process of education on a deliberate basis. The design and effectiveness of accountability systems, at the application level, presuppose the rules of the more fundamental target, sequence, and relational models that provide the rules and categories for the development of all manner of accountability systems. As part of this study's investigation, the purposes and goals, objectives and activities, support conditions and evaluations of selected accountability evaluation systems were reviewed and placed into a design. The bases for the categories of accountability and the ways in which definitional types were used by those systems of accountability clearly set conditions for the performance of the accountability system. An examination of some of the accountability criteria used by evaluation designs resulted in the identification of three levels of evaluation associated with accountability. These criteria judged the ability of systems to (1) measure the data or material involved in the system, (2) provide a format or structure for collecting and classifying the information generated by the system, and (3) a statement of the mission goal or objective which provides the purposes for the system. Using these criteria as guidelines, selected literature related to accountability systems was reviewed and critiqued. The literature represented a variety of systems ranging from the use of standardized tests, to performance contracting, to the systems approach. The criteria for evaluating the systems presented in the literature were used as guiding standards for the development of a model for a comprehensive accountability system. The system developed in this study, the Parallel Pairs model, is derived from the more generic concepts developed through the use of relational models. This model permits the interrelationship of two categorical systems within the same framework. Thus, the accountability categories are capable of being interrelated with and subsumed under the categories of education. Moreover, the hierarchical structure of the model provides for placing the evaluation categories and criteria into levels. The use of the Parallel Pairs accountability model should provide a means for separating and isolating, continuing and phasing the complex variables that will emerge in the future expansion of science and technology in our daily lives. The model is based upon five evaluation types with the same system. These evaluations make it possible to evaluate individual activity accomplishments, accomplishments by categories, management of specific projects, the effective management of projects, and a comprehensive evaluation of the overall results of an educational system in a district. The accountability model proposed by this study was predicated upon the articulation and application of the criteria that produce a "good" accountability system. The foundation of this study was based upon the exploration of those model bases that give rise to the variety of accountability systems. The criteria and model presented by this investigation should contribute substantially to the understanding of models accountability and evaluation by the general public as well as to offer specialists in evaluation an in-depth perspective on the internal, technical, and methodological issues in forming an evaluation of any kind. The criteria for accountability for models of evaluation offer a clear insight into accounting for accountability and effective evaluation.

No description available.

In this thesis this writer explores first-hand via a participative hermeneutics from an objective idealist perspective the relationship between consciousness, language and the world by reconstructing the seminal philosophy contained in the fifth century poem of Parmenides of Elea--first, in dialogue format, secondly through an essay in which two men, one last and one higher, are each respectively de- and reconstructed for the purpose of indicating, in that final section of the essay, how they each define their own paradigm of education in comparison to M. J. Adler and Carl Rogers.

This thesis is a reflection on the importance of the inspirited school and the value of living the great mythic questions. I am suggesting that we are living in a mythic and spiritual crisis that stems from an education informed by an uninspiring myth. While our traditional pedagogical aim has been to further the education of students, to develop their minds into keen and sharp tools capable of contributing to our economic society, we have forgotten to ask what that means exactly: what does it mean to be educated? Through an exploration of the roles spirituality, authenticity, and narrative play in education, this thesis proposes a vision of the inspirited school providing a rich alternative to the present myth. With authenticity as the goal of inspirited education, narrative and the writing process are the means by which to achieve this goal.

The purpose of the study was to obtain, report and compare the judgments of selected public school administrators regarding Management By Objectives programs. The participating administrators were asked to make judgments related to expected benefits in the following management areas: (1) work expectations, (2) communication, (3) decision-making, (4) problem-solving, and (5) evaluation. Judgments were compared on the basis of management level of the administrators and size of the school district.The review of research and literature was conducted to determine the developmental evolution of the management by objectives movement in both the private and educational sectors. The research and literature review was reported in the following categories: (1) the historical development, (2) rationales for formulating and developing management by objectives programs, (3) expected benefits and liabilities of management by objectives programs, and (4) findings from research studies that have been conducted regarding management by objectives programs.Two specific research questions were developed regarding the judgments of administrators in relationship to management by objectives. Five null hypotheses were developed to examine each of the research questions. The statistical comparisons were made by using the chi square test of independence, with .05 determined as the level of significance.The population selected to be included in the study consisted of one hundred fifty-three administrators from eleven school districts in the State of Pennsylvania. A management by objectives program had been developed and implemented in each school district included in the study. One hundred and two, or 67%, of the selected administrators choose to participate in the study.The School Management Questionnaire was developed to collect the judgments of administrators regarding management by objectives programs. The School Management Questionnaire was developed from the review of related literature and from the materials used in a management by objectives workshop that had been conducted in each of the eleven school districts prior to the implementation of the management by objectives workshop.Significant findings developed from the study included the following:1. There was a significant difference between the combined judgments of superintendents vs. central office administrators vs. principals vs. other administrators concerning the following management areas: (1) work expectations, (2) communications, (3) decision-making, (4) problem-solving, and (5) evaluation.2. There was a significant difference between the combined judgments of administrators from small school districts (8,249 or less students) and the combined judgments of administrators from large school districts (8,250 or more students) in the management areas of work expectations and evaluation.3. There was not a significant difference between the combined judgments of administrators from small school districts (8,249 or less students) and the combined judgments of administrators from large school districts (8,250 or more students) in the management areas of communication, decision-making and problem-solving.The following conclusions were developed from the findings:1. The findings suggest that the implementation of a management by objectives program does not insure that the problem of evaluating administrative performance will be solved.2. The findings indicate that central office administrators were more supportive of management by objectives programs than were principals, assistant principals and other non-central office administrators.3. The findings suggest that the overall expected benefits of a management by objectives program, when measured by the responses to the School Management Questionnaire, did exist in the eleven school districts included in the study.

There is no abstract available for this dissertation.

D.Ed. / The focus of this research is on the development of human potential in South Africa as well as on the role of education in this regard. The aim of the research was to identify the educational needs of South Africans and to formulate appropriate educational goals that could promote the optimal development of human potential in South Africa, which is also part of the "global village". Special attention is given to the development of the human potential of the poor, as this will contribute towards the alleviation of the widespread poverty in the country. Some of the relevant issues discussed are the following: The history of the South African educational system, poverty and its consequences in South Africa, the concepts of equality and equity, equality as a democratic principle, basic human rights, the implications of democracy, the implications of the process of globalising and the interdependence between the development of human potential and economic growth. The decision to use qualitative research methods is motivated. Research data on educational needs are noted. These data were collected by studying relevant literature, articles published in the press, radio and television programmes and by attending different national and international seminars on topics relevant to the development of human potential. Data obtained by doing fieldwork are also noted. These data were collected by interviewing poor people from different regions in South Africa. In addition, data were also obtained from personal and electronic interviews with South African experts in the field of the development of human potential. The opinion that South Africa can benefit from the experience of other developing countries with similar problems to that of South Africa, with regard to the development of human potential, is also motivated. Three of such developing countries were identified. Data collected from electronic interviews with experts in Colombia, Brazil and Argentina are noted. By analising the data, various educational needs could be identified. These educational needs are categorised as follows: Educational needs that are relevant to the daily existence and survival of people. Educational needs that stem from the fact that modern life requires from human beings to assert themselves in, and to continuously adapt to the rapidly changing community and world. Educational needs linked to human cognition. Educational needs relevant to the non-material, psychological, spiritual, and social needs of people. A number of specific educational needs are listed under each category. The process to verify the results is noted. The results were submitted for comment to an international expert in the field of the development of human potential in developing countries. Results were also submitted to a national expert. The acceptance of the results as valid, as well as additional contributions by both of the experts, is noted. Four general educational goals with regard to the development of human potential in South Africa are formulated as follows: To enable the learner to live independently as an adult. To enable the learner to assert himself or herself in daily life and to be able to adapt to, and to keep up with the continuous changes in the environment. To develop the cognitive abilities of learners optimally. To provide for the non-material, psychological, spiritual and social needs of learners. A number of specific educational goals are linked to each of the four general educational goals. Finally, recommendations are made with regard to the health level of communities, the self concept of learners, the nature of the civil society, literacy, proficiency in English, computer skills, the training of teachers and the outcomes based education model. The development of the cognitive abilities of learners is singled out as most important with regard to the development of human potential in South Africa.

M.Ed. / Please refer to full text to view abstract

The object of this study is to evaluate the aims of education in a liberal democratic society in terms of an ethical theory which is compatible with the basic philosophy which inspires that society. Evidence is given to show that British Columbia is a liberal democratic society in the sense that it is composed of a number of social groups which hold different systems of values, and because it exhibits a primary concept of widespread concern for the value of individual and group freedom in any issues which do not directly involve the safety of the state. Further evidence is given to show that such a society operates on the practical basis that values are relative rather than absolute. The study thus proposes a philosophical system known as the emotive theory of ethics as the best means of justifying such relativity and of supplying a method of reaching agreement when disputes between different value systems arise. Finally it is shown that official statements of the aims of the educational system of British Columbia are vague and lacking in logical coherence, mainly because they are based upon a theoretical acceptance of the concept of absolute values which is impractical among the multitude of groups which comprise the society. Therefore, since there is a lack of agreement upon the ends and means of moral education, recent official pronouncements have tended to avoid specific mention of moral education and replace it by intellectual education as the prime aim of the educational system. The study concludes with the suggestion that, in a society where values are to all practical purposes relative to individuals and groups, formal training in the nature of morals is essential to national survival. It further suggests that such training might best follow the direction given by the emotive theory of ethics, since this theory provides the most satisfactory explanation of relative values. Suggestions are also made concerning the means of including formal moral training in the present curriculum without undue disruption. / Education, Faculty of / Graduate