Contemporary Problems Of Education / A P SHARMA
Material type: TextPublication details: India : vani publication, 1984 Description: 258 p : ill, 22 cmSubject(s): Authoritarianism | Conventional Instruction | Criteria | Curriculum Development | Curriculum Evaluation | Educational Change | Educational Innovation | Educational Objectives | Educational Philosophy | Educational Planning | Educational Problems | Evaluation Criteria | Experimental Curriculum | Experimental Programs | Permissive Environment | Standards | Student Teacher Relationship | Teaching Methods | Traditional Schools | National Institute of Education | NIE ArchivesDDC classification: 371 Summary: Without well-defined criteria for success, all radical innovations are doomed to failure. To facilitate successful experimentation the following are necessary: an outside agency to conduct evaluation; criteria of success acceptable to innovators and critics; and, in control and comparison groups, assessment and accounting of the initial versus final status of students, equation of the student-teacher ratio and education cost per student, and a similar high level teacher competency. These criteria will help to produce standards for decision-making by potential users of the innovation. (The opportunity to evaluate the integrated classroom as a radical innovation is available in Berkeley.) The following hypotheses about traditional programs should also be tested for comparative purposes: the most effective programs are those which assess the child's status and then devise applicable instruction; programs emphasizing intellectual abilities improve convergent, analytical thinking better than unguided discovery; effective remediation efforts require ability groupings or customized tutoring. A healthy educational environment depends upon educators who communicate meaningfully and know their subject matter, can behave rationally, value self-assertion and independence in children, and practice authoritative rather than authoritarian control or permissiveness. (JH)Item type | Current library | Call number | Status | Notes | Date due | Barcode |
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Books | Bangladesh Public Administration Training Centre Library General Stacks | 371 SHC 1984 (Browse shelf(Opens below)) | Available | Maruf | 56075 |
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371 NIP 1993 Principles and methods of comparative educational system / | 371 NYP 1975 The Philosophy of open education / | 371 RAO 1966 Objectives in physical education / | 371 SHC 1984 Contemporary Problems Of Education / | ৩৭১ দাসবা ১৯৮৬ বাংলাদেশের শিক্ষাব্যবস্থা ও শিক্ষানীতি / | ৩৭১ দাসবা ১৯৮৬ বাংলাদেশের শিক্ষাব্যবস্থা ও শিক্ষানীতি / | ৩৭১ দাসবা ১৯৮৬ বাংলাদেশের শিক্ষাব্যবস্থা ও শিক্ষানীতি / |
Without well-defined criteria for success, all radical innovations are doomed to failure. To facilitate successful experimentation the following are necessary: an outside agency to conduct evaluation; criteria of success acceptable to innovators and critics; and, in control and comparison groups, assessment and accounting of the initial versus final status of students, equation of the student-teacher ratio and education cost per student, and a similar high level teacher competency. These criteria will help to produce standards for decision-making by potential users of the innovation. (The opportunity to evaluate the integrated classroom as a radical innovation is available in Berkeley.) The following hypotheses about traditional programs should also be tested for comparative purposes: the most effective programs are those which assess the child's status and then devise applicable instruction; programs emphasizing intellectual abilities improve convergent, analytical thinking better than unguided discovery; effective remediation efforts require ability groupings or customized tutoring. A healthy educational environment depends upon educators who communicate meaningfully and know their subject matter, can behave rationally, value self-assertion and independence in children, and practice authoritative rather than authoritarian control or permissiveness. (JH)
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