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Title:An Evaluation of Magnet School Programs-Parent Choice, Teacher Choice, and Pupil Choice: Implications of One Model for Curriculum Reform
Author(s):Davis, Willie Lee
Department / Program:Education
Discipline:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Educat.D.
Genre:Dissertation
Subject(s):Education, Administration
Abstract:It is quite clear that there is considerable disagreement as to the ways children learn and the ways teachers should teach. There is very little conclusive data comparing the major efforts in this field particularly with respect to any one factor being the sole contributor to the superiority of any one effort.
The recent literature on learning and teaching almost invariably returns to some form of curriculum reform. However, there is widespread agreement that teachers teach more effectively and children learn more efficiently if they are in environments conducive to their preferred styles.
Magnet Schools are vehicles that require different arrangements for teaching and learning. This study explores the attitudes of teachers, parents, and students in such an environment. Additionally, it examines the academic performance of students when parents or the students themselves select their learning environment and teaching method.
The data will permit comparisons among the various groups of Magnet and non-Magnet parents, teachers, and students. The primary method for data collection is academic testing and structural surveys of the populations relative to Magnet and non-Magnet participants. The data will also indicate how individuals view programs and curriculum when they are involved in them.
Because the population surveyed and tested involved a cross-section of academic abilities, the data will be especially useful to local school district officials interested in providing for individual differences in teaching and learning. The control model of Magnet School programs provides an ongoing testing ground for fine-tuning educational theories which may be essential for productive learning in the broader system as well.
Issue Date:1984
Type:Text
Description:219 p.
Thesis (Educat.D.)--University of Illinois at Urbana-Champaign, 1984.
URI:http://hdl.handle.net/2142/68948
Other Identifier(s):(UMI)AAI8502124
Date Available in IDEALS:2014-12-15
Date Deposited:1984


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