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A model of identified principles to ...

University of Idaho.

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A model of identified principles to be considered when implementing outcome-based education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A model of identified principles to be considered when implementing outcome-based education./
作者:	Trebilcock Kennedy, Carolyn.
面頁冊數:	87 p.
附註:	Major Professor: Lowell Jackson.
Contained By:	Dissertation Abstracts International54-10A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9406098

A model of identified principles to be considered when implementing outcome-based education.
Trebilcock Kennedy, Carolyn.

A model of identified principles to be considered when implementing outcome-based education. - 87 p.

Major Professor: Lowell Jackson.

Thesis (Ph.D.)--University of Idaho, 1993.

Problem. This study was designed to create a model of identified principles to be considered when implementing outcome-based education. The model was compared with the principles used in selected Idaho districts.Subjects--Topical Terms:

626645
Education, Administration.

A model of identified principles to be considered when implementing outcome-based education.
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500 $a Source: Dissertation Abstracts International, Volume: 54-10, Section: A, page: 3667.
502 $a Thesis (Ph.D.)--University of Idaho, 1993.
520 $a Problem. This study was designed to create a model of identified principles to be considered when implementing outcome-based education. The model was compared with the principles used in selected Idaho districts.
520 $a Methodology. The principles were derived from an analysis of the literature. An interview guide was developed. A panel of experts validated the model and interview guide. A stratified random sample was selected from Idaho's public school districts. The principles were: making OBE decisions based on research; reaching consensus for district decisions; adopting a philosophy that all students can learn at satisfactory levels given sufficient time and proper assistance; making district decisions regarding exit outcomes; determining district exit outcomes first and designing the curriculum to match; OR determining exit outcomes from the existing curriculum; implementing district instructional methods to match selected outcomes; assessing student learning to determine placement; assessing student learning using criterion-referenced testing; assessing frequently and giving feedback for formative purposes; reteaching students if the content is not mastered; setting high student expectations; granting credit after learning is mastered; including staff development as part of implementation; aligning all aspects of the school to work together in a common purpose and spirit; and reallocating money for the purpose of implementation. A telephone interview with the person responsible for curricula from each of the selected districts was conducted.
520 $a Findings. Only six of the 30 selected districts had begun to implement OBE. The 16 principles were implemented in at least one of the six districts. Thirty districts indicated strong feelings either for or against implementing OBE. They reported having read material, attended workshops, or gathered staff to investigate OBE. Ten of the districts said no. One said his district was involved in Onward to Excellence and that was enough. Another said some individual teachers thought they were using OBE principles. Two said they wanted nothing to do with OBE; One said it was because OBE was controversial, the other because it was another legislative mandate with no money attached. Six of the 20 districts reported "other" recommendations they felt should be considered by a district when implementing OBE.
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