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In 1965, a 3-Year Developmental Program Was Begun to Determine

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In 1965, a 3-Year Developmental Program Was Begun to Determine D OC UMENT RE SU ME ED 029 952 08 VT 007 532 By-Oakford. Robert V.: Allen. Dwight W. Flexibility for Vocational EdUcation Through Computer Scheduling. Final Report. Stanford Univ.. Calif. Spons Agency-Office of Education (DHEW). Washington. D.C. Bureau No-BR-6-2409 Pub Date 30 Sep 68 Crant- OEG-4-6-062409-1804 Note- 430p. EDRS Price MF-11.75 HC-$21.60 Descriptors- Comprehensive High Schools. °Computer Programs. Curriculum Development. Discipline Problems. °Experimental Programs. Flexible Scheduling. Performance Criteria. Profile Evaluation. Program Descriptions. Program Effectiveness. Questionnaires. Records (Forms). Released Time, °Schedule Modules. Scheduliiv. Staff Utilization. Statistical Data. Student Attitudes, Student Teacher Relationship. Teacher Attitudes. Teaching Methods. °Vocational High Schools Identifiers-SSSS. °Stanford School Scheduling System In 1965, a 3-year developmental program was begun to determine the desirability of modular scheduling for comprehensive and vocational schools and to investigate the impact of such scheduling on 18 secondary schools. During this time more than 15.000.000 data were provided by the schools. The Stanford School Scheduling System. a computer program for schedule construction based on course design and student course selection, was developed. Over 250 modular schedules have been produced by this program. Some of the findings were: (1) Courses were substantially modified as -a result of alternatives provided by modular scheduling. (2) The use of team teaching and large and small group Instruction increased. (3) The use , of student performance criteria as the basis for advancement increased. (4) Space utilization was different but more space was not required. (5) Disciplinary problems increased and later subsided while attendance problems increased. (6) There was increased interaction between students and school personnel in all schools except one. (7) Staff utilization patterns changed to increased responsibilities but involved less after hours work. and (8) Most students and teachers would prefer not to return to traditional scheduling. Descriptive information for the schoo!s. data tables. and data collection forms are included. (EM) eif..---a401 ..7 m,off OE- age FINAL REPORT Project No, 6-2409 % Grant No. OEG-4-6-062409-1804 FLEXIBILITY FOR VOCATIONAL EDUCATION THROUGH COMPUTER SCHEDULING September 1968 U. S. DEPARTMENT OF N HEALTH, EDUCATION, AND WELFARE re)in OEN- Office of Education 0 Bureau of Research E--4 PIP FINAL REPORT Project No. 6-2409 Grant No OEG-4-6-062409-1804 U.S. DEPARTMENT OF HEALTH, EDUCATION & WELfiti OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS . STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. FLEXIBILITY FOR VOCATIONAL EDUCA.TION THROUGH COMPUTER SCHEDULING Robert V. Oakford Dwight W. Allen Stanford University Stanford, California 30 September 1968 The research reported hereinwas performed pursuant to a grant with the Office of Education, U. S. Department of Health,Education, and Welfare. Contractors undertaking such projects underGovernment sponsorship are encouraged to express freely their professionaljudg- ment in the conduct of the project.Points of view or opinions stated do not, therefore, necessarily represent official Office of Education position or policy. U. S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education Bureau of Research CONTENTS Section Title Laze 1 GENERAL SUMMARY AND CONCLUSIONS I 2 BACKGROUND 13 3 GENERAL PROCEDURES AND METHODOLOGY 31 4 PERFORMANCE ORIENTED CURRICULA 54 5 GENERA L EVALUATION 85 Appendices A Project CRAM and Performance Curriculum 111 B Case Study: Golden High School, Golden, Colorado 122 C Course Data 159 D Independent Study Facilities 211 E Student Control 226 F Educator-Student Conference Profile 242 G Faculty Profile Questionnaire 286 H Responsibilities of Administrators 319 I Student-and Teacher Questionnaire 332 J Student Work Survey 351 K Performance Curriculum 369 L Day Patterns 403 M Library Data 407 N Dissertation Abstracts 413 0 Articles and Publications by Project Staff Members 422 TABLES AND FIGURES ITEM(S) TITLE PAGE(S) Table Cl Form A-2, Course Data, Years 2 and 3 163 Table C2 Nomograph 172 Table C3 Form A-2, Course Data, Year 1 173 Tables C4-C35 Course Data Details 178-210 Figures Cl-C32Course Data Details 178-210 Tables D1-D2 Forms B-1 and B-1A 214-217 Figure D1 Facility Utilization 219 Table D3 Use of Unassigned Time 220 Table D4 Facilities Sampled 221-225 Table El Student Control Form, B-4 228 Table E2 Sample Size and Attendance 230 Tables E3-E6 Conferences for Violations 231-234 Figures El-E7Student Control Profiles 235-241 Tables Fl-F10 Educator-Student Conference Profiles 251-258 Tables F11-F12Forms C-1, C-2, Data Collection 259-260 Figures Fl Educator-Student Conference Profiles 261-285 Table G1 Form D-1, Faculty Profile Questionnaire 290 Tables G2-G6 Faculty Profiles 304-308 Figures Gl-G10Faculty Profiles 309-318 Tables H1-H2 Forms E-1 and E-2, Administrative Data 320-330 Table H3 Form A-3, Enrollment Data . 331 Table I 1 Forms Q lA and Q 1B, Attitude Questionnaire 338 Table 12 Averaged Correlation Coefficient 344 Table 13 Rotated Factor Matrix 345 Tables 14-16 Variable Clusters 346-348 Tables 17-19 Summary of Changes 349 Table 110 All School Averages 350 Table J 1 Survey Interview Guide 353 Tables J2-J6 Summaries 359-368 Table K1 Performance Curriculum Instrument, Year 2 375 Table K2 Performance Curriculum Instrument, Year 3 377 Figures Kl-K4Values and Frequencies 380-383 Tables K3-K4 Performance Orientation Scores 384-402 Table Ll Form A-1, School Specifications 404 Tables L2-L3 Day Pattern Specifications for Project Schools 405-406 Table M1 Form B-2, Library Questionnaire 408 Tables M2-M3 Library Resources and Utilization 411-412 Section 1 GENERAL SUMMARY AND CONCLUSIONS Contents BACKGROUND THE STANFORD SCHOOL SCHEDULING SYSTEM VOCATIONAL EDUCATION RESULTS AND FINDIMS Instructional Opportunities Student Behavior and Performance Educator-Student Interaction Staff Utilization Other Findings and Observations CONCLUSIONS GENERAL SUMMARY, AND CONC LUSIONS Background In 1965, the School of Education of StanfordUniversity undertooka three year developmental program to introduceflexibility in vocational education programs through computer generationof modular schedules. The project, funded by the United States Officeof Education in accordance with the provisions of 4(c) Public Law88-210, was designed to determine the desirability of modular schedulingfor comprehensive and vocational schools and to investigate theimpact of such programs on participating schools. The first phase covered the firstyear of the project, and, in effect, was a pilot study. The feasibility of implementing modular scheduling in vocational programs was investigated, andmeans were devised for attempting similar programs in other schools.Data collection instruments for measuring changes and effectswere tested in modularly scheduled schools while comparativeinformation was collected in traditionally scheduled schools.The second phase covered the second and third years of the project,at which time additional schools joined the project. In the course of the three years, 18 schools participatedin the project. Seven were using computer-generated modular schedulesat the time the project began, four implemented the schedulesduring the second year, and three during the third year. The other four schools provided comparative data. These schools adoptedsome of the recommended features such as performance criteria but continued with traditional schedules. Participating schools, representing a balance of rural, urban, and suburban populations, were distributed throughout the United States and their student populations ranged from as fewas 100 to more than 3,500 students.Seventeen were high schools and one was a junior high school. Three of the schools entering the nr6ject during its second year were specifically selected becatt,s.. of the vocational orientation of a major part of their curricuitim. Project directors included Profs. Dwight W. Allen, Robert N. Bush, Norman J. Boyan, and Robert V. Oakford of Stanford University, all of whom played key roles in designing and developing the Stanford School Scheduling System. The project staff also included full time research associates elperienced in educational research and modular scheduling. Research assistants from the graduate schools at Stanford performed consuking, programming, and evaluation functions for 2 varying periods of time during the course of the project. General objectives included: L Introduction of greater flexibility into vocational curriculums and of pre-vocational or vocationally- oriented dimensions into non-vocational curriculums through the use of computer-based scheduling technology (the Stanford School Scheduling System); 2. Demonstrating that the SSSS could be used appropriately and economically by large numbers of secondary schools to revise vocational and pre-vocational programs; J.9 Expanding and implementing the use of performance criteria for vocational education with the resulting shift of emphasis of instruction toward the individual; 4. Developing guidelines for introducing a greater variety of vocational experiences into the curriculum of comprehensive high schools with otherwise limited vocational programs; 5. Encouraging the establishment of local advisory committees to aid schools in implementing
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