A Real Alternative: The Final Report and Recommendations of the Community National Field Task Force on the Improvement and Reform of American Education

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U.S. Department of Health, Education, and Welfare, Office of Education, 1974 - 91 páginas

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Página 49 - THE UNIVERSITY OF MICHIGAN UNDERGRADUATE LIBRARY DUE DATE...
Página v - ... House Teacher of the Year, the President of the American Counseling and Guidance Association, the President of the National Council on Anthropology and Education, the Chairman of the National Conference on English Education, the head of the Black Caucus of the National Education Association, the 1 A task force organized in early 1971 by the former Bureau of Educational Personnel Development (later National Center for the Improvement of Educational Systems and now the Division of Educational Systems...
Página 23 - FOREWORD In its continuing effort to develop programs which are more responsive to local needs, the National Center for the Improvement of Educational Systems of the US Office of Education (OE) established six field task forces in early 1972 to contribute directly to its intensified efforts to help improve the Nation's school systems and the preparation of the people who staff them. These new groups, appropriately called the Field Task Forces on Improvement and Reform of American Education represented...
Página iv - STATE UNIVERSITY OF NEW YORK AT BINGHAMTON, Vestal Parkway East, Binghamton, New York.
Página xxii - In time, immutable rules of conduct enforced under progressively changing conditions should logically result in a muddle.
Página vi - ... Institute Directors, and the Director of the Schools Division of the National Science Foundation. In the Field Task Forces, too, were to be found classroom teachers, parents, community activists, administrators, and others without formal title who by their involvement in training projects displayed a heavy personal stake and a deep-seated commitment to change. But all of the members who formed vested interest group concerns were selected in the hope that their recommendations would reflect their...
Página xxi - The attempt to relate prejudice to the specific nature of its object is a cunning projection of the prejudices of the dominant group, cunning because it passes as scientific curiosity. As long as the majority can pretend that the source of prejudice inheres in the nature of the victim, social action can be indefinitely postponed. There is always still another investigation which must be made.
Página vi - ... leadership of Dr. Allen Schmieder, which directly involved the contributions of over 10,000 educators in the development of its reports and recommendations. The need for and desirability of such Windows to the Bureaucracy2 is reflected in the enthusiastic response from the Nation to this call " to action. The Task Forces, whose members were nominated by a wide range of education personnel and groups from OE-sponsored programs and projects, included representatives from organizations which collectively...
Página vi - ... Forces had three major purposes: (1) to make recommendations regarding how best to use discretionary training funds for the improvement of the quality of American education, (2) to help develop specific training strategies for the improvement of educational systems through more effective development of educational personnel, and (3) to show the way to a more effective communication system between the national Federal offices, regional offices, State offices and their constituencies. The Field...

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