Evaluating Innovative Programs: The Minneapolis Perspective.

Autor/in	Kocher, A. Thel
Titel	Evaluating Innovative Programs: The Minneapolis Perspective.
Quelle	(1976), (29 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Basic Skills; Curriculum Development; Curriculum Evaluation; Data Collection; Decision Making; Educational Change; Educational Innovation; Elementary Secondary Education; Evaluation Methods; Evaluators; Experimental Programs; Experimental Schools; Feedback; Formative Evaluation; Information Dissemination; Models; Nontraditional Education; Program Evaluation + Suchen Sie Ihr Suchwort? Schulleistung; Basic skill; Grundfertigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Data capture; Datensammlung; Decision-making; Entscheidungsfindung; Bildungsreform; Instructional innovation; Bildungsinnovation; Erprobungsprogramm; Pilot school; Model school; Modellschule; Informationsverbreitung; Analogiemodell; Non-traditional education; Alternative Erziehung; Programme evaluation; Programmevaluation
Abstract	The Minneapolis Experimental Schools Project (Southeast Alternatives)--a five-year program established in 1971 to test comprehensive change in education--enrolls 2,200 K-12 students, approximately 4% of the public school population. Southeast Alternatives (SEA) is dedicated to four major goals: (1) to provide a curriculum which helps children master basic skills, (2) to test four alternative elementary school styles, and selected options in secondary programs articulated upon the elementary alternatives, (3) to test decentralized governance with some transfer of decision making power from the Minneapolis Board of Education and the central administration of the Minneapolis Public Schools, and (4) to test comprehensive change over a five-year period, combining promising school practices in a mutually reinforcing design. According to the comprehensive change model which SEA is testing for the National Institute of Education, projects should be able to benefit from feedback about their own progress in order to modify their behaviors throughout the life of the project. Salient points concerning the successful formative evaluation model which has been developed to meet the diverse needs of the various SEA programs are discussed. (Author/MV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC