DOCSLIB.ORG

The Program of Pedagogical Disciplines in Pedagogical Educational Institutions in Ukraine: the 30S of the 20Th Century Bashkir, Olha

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Program of Pedagogical Disciplines in Pedagogical Educational Institutions in Ukraine: the 30S of the 20Th Century Bashkir, Olha www.ssoar.info The program of pedagogical disciplines in pedagogical educational institutions in Ukraine: the 30s of the 20th century Bashkir, Olha Veröffentlichungsversion / Published Version Zeitschriftenartikel / journal article Empfohlene Zitierung / Suggested Citation: Bashkir, O. (2016). The program of pedagogical disciplines in pedagogical educational institutions in Ukraine: the 30s of the 20th century. International Letters of Social and Humanistic Sciences, 74, 26-32. https://doi.org/10.18052/ www.scipress.com/ILSHS.74.26 Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer CC BY Lizenz (Namensnennung) zur This document is made available under a CC BY Licence Verfügung gestellt. Nähere Auskünfte zu den CC-Lizenzen finden (Attribution). For more Information see: Sie hier: https://creativecommons.org/licenses/by/4.0 https://creativecommons.org/licenses/by/4.0/deed.de International Letters of Social and Humanistic Sciences Submitted: 2016-09-02 ISSN: 2300-2697, Vol. 74, pp 26-32 Revised: 2016-10-16 doi:10.18052/www.scipress.com/ILSHS.74.26 Accepted: 2016-10-17 © 2016 SciPress Ltd., Switzerland Online: 2016-11-30 The Program of Pedagogical Disciplines in Pedagogical Educational Institutions in Ukraine (The 30s of the 20th Century) Olha Bashkir1, a * 1Alchevskykh Street, 29, Kharkiv, Ukraine H. S. Skovoroda Kharkiv National Pedagogical University [email protected] Keywords: pedagogy, pedagogical institute, department of pedagogy, educational program in pedagogy. Abstract. The process of forming program provision for teaching pedagogical disciplines, pedagogy in particular, in pedagogical educational institutions has been characterized in the article on the basis of analyzed pedagogical literature, archival records, and scientific researches in periodicals. Pedagogical educational institutions in Ukraine were reorganized from the institutes of public education to “the united pedagogical institutes” at the beginning of the 30s of the 20th century (1933). The content of programs for disciplines of pedagogical direction (pedagogy, paedology, didactics, and history of pedagogy) has been revealed. They had undergone some changes due to the reformation of higher pedagogical education in Ukraine before the creation of classical pedagogical educational institution. 1. Introduction The process of teacher training always raises a lot of questions, behind which there exists concern about whether this training is capable to fulfil the tasks of national importance assigned to a pedagogical educational institution – to train teachers aimed to the future, able to form in young people active and responsible aspiration for renewal of the world they live in [3]. One of the peculiarities of education development in Ukraine at the beginning of the 20th century was the opening of a network of institutions of higher pedagogical education and generalization of accumulated domestic and foreign experience of training educational personnel. During the period under research a clear structure of higher educational institution of pedagogical orientation was built due to the socio-economic determinants. In the 19th century teacher training was carried scholastic, young people receiving higher pedagogical education at university departments of pedagogy showed no desire to be engaged in the mass education of people and actually were not ready for this due to the level of the development of the necessary theoretical and methodological provision. At the beginning of the 20th century there were different kinds of institutions in Ukraine (Temporary Pedagogical Courses, scientific societies, Higher Courses for Women, etc.) training future teachers either only at the last graduation year (Odessa Higher Courses for Women), or of the choice of the student who had the desire to be engaged in teaching activities in the future (Kharkiv and Kyiv Higher Courses for Women). Programs of teacher training in these educational institutions had been poorly developed since the purpose of these institutions was somewhat different. The creation of a number of Institutions of Public Education (IPE) in the 20s of the 20th century in Ukraine initiated a focused teacher training; it stimulated the Ministry of Public Education to create a unified curriculum for IPE. The Intended purpose of the Institutes was mass teacher training for secondary schools. A special place in the development of work and educational programs of these institutions was taken by the Department of Pedagogy, which was engaged in organization of connection between school and life, professional development of teachers, development of advanced ideas of education and training. It was the experience IPE that became crucial in the development of institution of higher pedagogical education of Ukraine in 1933. In the 21st century, much attention is paid to the formation of teacher-specialist, professional, able to organise teaching and educational process on all levels of education, in all types of SciPress applies the CC-BY 4.0 license to works we publish: https://creativecommons.org/licenses/by/4.0/ International Letters of Social and Humanistic Sciences Vol. 74 27 educational institutions, to carry out research activity within his or her speciality, to organise continuity of self-education, to be constantly ready for management activity. The state sets institutions of pedagogical higher education such tasks. One of the ways to solve the tasks is to save and augment traditions of the Department of Pedagogy as a structural unit of pedagogical higher educational institution in developing educational programs. The creative approach and responsibility of the professional and teaching staff of the department for the program project favour mastering modern teaching skills by future teachers. “The teacher who continues to teach today as he taught yesterday deprives children of the future” [2] – that is the principle by which pedagogy should be arranged. However, ensuring the future effectiveness is impossible without generalisation of the past experience. Thus, studying experience of constructing educational programs in pedagogy, the content reveals and analysis of educational programs for pedagogy of the period under research can contribute to improving the quality of teacher training in modern higher school. 2. The literary review It should be noted that the issues of development of educational programs on pedagogy in institutions of higher pedagogical education have not been thoroughly studied. The analysis of the scientific literature [1, 3, 8] shows that the problems related to the training of future teachers were in the focus of attention of scientific researches of such outstanding educationalists as Yu. Babanskyi, A. Makarenko, M. Pyrohov, H. Skovoroda, V. Sukhomlynskyi, K. Ushynskyi. Step-by-step and consecutive teacher training was the basis of educational technologies developed by O. Piechota, A. Kikhtenko [9]. However, the studies were not concentrated on educational programs on pedagogy; they did not analyze their themes. That is why the lack of researches about the development of educational programs on pedagogy, the availability of interesting and effective experience of their construction led to this study. Little known archive materials of the Central State Archives of Supreme Bodies of Power and Government of Ukraine and publications of the period stated became the basis and sources of the scientific research. 3. The main text Since the opening of Institutes of Public Education (IPE) in Ukraine (1921), there was active development of departments of pedagogy and, respectively, of pedagogical science due to the need for teaching personnel. For example, in 1922-1923 academic year the intake of students was 2368 people for pedagogical education, while there were 1403 people for medical education, 920 people for agricultural education, 1137 people for industrial and technological education, 1118 people for social and economic education [10]. IPE became purely pedagogical educational institutions, unlike the former scholastic universities. Great efforts were made to link theoretical training of students with practical teaching life. Accordingly, a great number of departments were created which had to be aimed at training secondary school teachers by their names, personnel and work content. Most of these departments were included in the system of branches, but there were also all-institute departments, standing beyond the branches. The Departments of Philosophy, Logic and Psychology, General History, the History of Ukraine, Political Economy, the History of Russian Literature, the History of Ukrainian literature, Paedology etc were the most important [12, pp. 306-308]. The interesting range of subjects taught at the Institutes attracts attention. In Kharkiv IPE, for instance, there were Introduction to Pedagogy, Modern Trends of Pedagogical Thought, Psychology, Mental Life of Children, Psychology of Children's Creative Work, Fundamentals of Aesthetic Education, Physical Development of Children, School Hygiene, and Manual Labour [13]. Teaching these subjects had far-reaching consequences – these were the first steps to reorganize the system of pedagogical education in Ukraine and creating Pedagogical Institutes. While specific main subjects, in which IPE had to train teachers-specialists, got in a difficult situation, pedagogical disciplines took leading position. Since 1924 they made 30% of the total 28 Volume 74 academic load. There was a time period when such pedagogical subjects as Organization
Load more

Recommended publications
  • CE 001 572 the Recognition of Continuing Education: Working
    DOCUMENT RESUME ED 090 421 CE 001 572 TITLE National Task Force on a Uniform Measurement Unit for the Recognition of Continuing Education: Working Papers; and The Continuing Education Unit: A Uniform Unit of Measure for Non-Credit Continuing Education Programs (An Interim Statement of the National Task Forces) . INSTITUTION National Univ. Extension Association, Washington, D.C. PUB DATE Jul 70 NOTE 33p.; There is no page 7 in the Working Papers EDRS PRICE MF-$0.75 HC-$1.85 PLUS POSTAGE DESCRIPTORS Administrator Guides; *Adult Education; *Adult Education Programs; Adult Educators; Guidelines; *Noncredit Courses; Pilot Projects; Post Secondary Education; Program Development; Program Planning; Recordkeeping IDENTIFIERS CEU; *Continuing Education Unit ABSTRACT In 1968, a national planning conference, under the joint sponsorship of 34 organizations responsing to continuing education needs, created the National Task Force to determine the feasibility of a uniform unit of measurement and develop a proposal for field testing the concept. Stressing that continuing education units should supplement, not supplant the credit hour, a working paper was issued suggesting a program of action that included general standards and criteria, questions to be answered, potential subcommittee tasks, and design of forms. In 1973, after two years of deliberation, the National Task Force issued an interim statement defining the Continuing Education Unit (CEU) as: "ten contact hours of participation in an organized continuing education experience under responsible sponsorship, capable direction, and qualified instruction." This document, forming a basic framework for future development and utilization of the also sets forth purposes and objectives, administrative requirements, suggested applications, and practical guidelines. It concludes with the announcement of a pilot project to test the report recommendations.
    [Show full text]
  • Program for Continuing Education Policy Guidelines and Procedures
    Program for Continuing Education Policy Guidelines and Procedures I. Purpose The P.E.O. Program for Continuing Education is a D. Grants may be awarded for one term of need based grant program providing one-time academic or technical courses, including online financial assistance to women whose education programs offered by educational institution in has been interrupted and who find it necessary to the United States or Canada. return to school to complete a degree or E. The applications of individuals who satisfy certification that improves their marketable skills for these eligibility criteria will be evaluated on a employment to support them. nondiscriminatory basis without consideration of race, national origin, religious affiliation, II. Eligibility disability, or P.E.O. connection. A. A woman is eligible for recommendation by a III. Amount of Grant local chapter if she: • is a citizen or legal permanent resident of the The maximum grant is $3,000. A request for less United States or Canada; than a maximum grant is encouraged when the • is enrolled in a certification or degree full amount is not essential. The total grant program from an accredited institution; awarded is based on the availability of funds and • is living and studying in the United States or applicants’ individual needs. Regardless of the Canada for the entire course of study; amount awarded, recipients are only eligible to • has had at least 24 consecutive months as a receive one PCE grant. nonstudent sometime in her adult life; Grants to Canadian women will be paid in • is within 18 consecutive months of Canadian dollars unless attending an educational completing her educational program which, at program in the U.S.; then payment may be in the conclusion of, will lead to employment or U.S.
    [Show full text]
  • Glossary of Data Terms
    Glossary of Terms The Texas Higher Education Coordinating Board has produced this Glossary of commonly used Texas higher education terms. By its nature, the Glossary will be an evolving document. If you have suggestions for clear wording for terms in the Glossary or for terms whose definition you would like to have included, please send your suggestions to Torca Bunton at [email protected] at the Coordinating Board. TEXAS HIGHER EDUCATION COORDINATING BOARD Educational Data Center Glossary of Terms August 14, 2017 AAT Associate of Arts in a Teaching degree. Board-approved collegiate degree programs consisting of lower-division courses intended for transfer to baccalaureate programs that lead to initial Texas teacher certification. (CTC CBM009) Academic Course Guide Manual (ACGM) The official list of approval numbers for general academic transfer courses that may be offered for state funding by public community and technical colleges in Texas. It lists a basic core of general academic courses which are freely transferable among all public institutions of higher education in Texas in accordance with the Texas Education Code, §61.051(g). TCCNS numbers are assigned to most courses in the manual. Academic courses reported on the CTC CBM004 must appear either on this list of approved courses or in the Special Approval/Unique Need Inventory. See Lower Division Academic Course Guide Manual. (CTC CBM004) Academic Credit Course A college-level course that, if successfully completed, can be applied toward the number of courses required for achieving a degree, diploma, certificate, or other formal award. Academic Program Instructional program leading toward an associate’s, bachelor’s, master’s, doctor’s, or first-professional degree or resulting in credits that can be applied to one of these degrees.
    [Show full text]
  • Governing Post-Secondary Education and Skills in Canada Alison Howard, Jessica Edge
    Centre for Skills and Post-Secondary Education POLICIES, LAWS, AND REGULATIONS Governing Post- Secondary Education and Skills in Canada. REPORT NOVEMBER 2014 For the exclusive use of Joseph Mior, [email protected], Fleming College. Policies, Laws, and Regulations: Governing Post-Secondary Education and Skills in Canada Alison Howard, Jessica Edge Preface This report analyzes the policies, laws, and regulations governing post- secondary education (PSE) and skills in Canada. It is one of three foundational studies by The Conference Board of Canada’s Centre for Skills and Post- Secondary Education. The report strives to understand and make sense of past efforts, including successes and failures, and to identify priority areas for action on policies, laws, and regulations reform that will lead to future, ongoing success in the skills and PSE environment. To cite this report: Howard, Alison and Jessica Edge. Policies, Laws, and Regulations: Governing Post-Secondary Education and Skills in Canada. Ottawa: The Conference Board of Canada, 2014. © 2014 The Conference Board of Canada* Published in Canada | All rights reserved | Agreement No. 40063028 | *Incorporated as AERIC Inc. ® The Conference Board of Canada and the torch logo are registered trademarks of The Conference Board, Inc. Forecasts and research often involve numerous assumptions and data sources, and are subject to inherent risks and uncertainties. This information is not intended as specific investment, accounting, legal, or tax advice. © The Conference Board of Canada. All rights reserved. Please contact cboc.ca/ip with questions or concerns about the use of this material. Acknowledgements This report has been prepared by The Conference Board of Canada, under the direction of Dr.
    [Show full text]
  • Definitions and Classifications of the OECD International Education Statistics
    33 Chapter 4 Definitions and classifications of the OECD international education statistics This chapter sets out the definitions and classifications used for the collection of OECD international education statistics, for each of the following: 1) students and graduates, 2) educational personnel, 3) school organisation and the curriculum, 4) educational institutions, and 5) educational expenditure. OECD HANDBOOK FOR INTERNATIONALLY COMPARATIVE EDUCATION STATISTICS © OECD 2017 34 CHAPTER 4 Definitions and classifications of the OECD international education statistics This chapter sets out the definitions and classifications used for the collection of OECD international education statistics, for each of the following: 1) students and graduates 2) educational personnel 3) school organisation and the curriculum 4) educational institutions 5) educational expenditure. Chapter 5 covers the definition and classification of educational programmes alongside guidance on the implementation of the International Standard Classification of Education (ISCED 2011). The key definitions in each section are highlighted to distinguish them from the rest of the text, which discusses issues of interpretation and practical implementation. While much has been done over the years to improve the clarity of these definitions, this work is not exhaustive and the text discusses any remaining areas of ambiguity. 4.1 Students and graduates 4.1.1 Students and student enrolments In the OECD international education statistics, a student is defined as any individual participating in formal educational programmes. The term “student” applies to pupils and students alike. Formal education is institutionalised, intentional and planned, and provided by public organisations and recognised private bodies. It consists primarily of initial education designed for children and young people before they first enter the labour market.
    [Show full text]
  • Life Science Journal 2014;11(12S) Http
    Life Science Journal 2014;11(12s) http://www.lifesciencesite.com Comparative study of American and Russian students’ attitude towards alternative education Roza Alexeyevna Valeeva and Dilara Ildusovna Vafina Kazan (Volga region) Federal University, Mezhlauka str. 1, Kazan, 420021, Russia Tel.: +7-906-113-7120; E-mail address: [email protected] Abstract. The article presents the results of comparative study of students’ attitude to the alternative education in American and Russian schools. The study was held in a number of Montessori schools in Minnesota USA (Sunshine Montessori School, Seward Montessori School, Great River School). Methods of observation, survey, questionnaire, personal interviews with students and teachers of schools were used. Questioning of American students was held in Great River School. The study surveyed 100 school students. They answered questions about their learning experiences in an alternative school. The questionnaire was anonymous and consisted of 14 questions. The questions were both of direct and expanded character, with a choice of options. Russian students from three secondary schools in the Republic of Tatarstan, Kazan answered the same questions. The study showed that despite the differences in the production of alternative education in the United States and Russia, among the characteristics of alternative education inherent in the American and Russian schools, students noted student-centered character of education, overcoming authoritarianism in teaching and creativity and cognitive activity. [Valeeva R.A., Vafina D.I. Comparative study of American and Russian students’ attitude towards alternative education. Life Sci J 2014;11(12s):821-824] (ISSN:1097-8135). http://www.lifesciencesite.com. 177 Keywords: alternative education, didactical values, educational practice, alternative school, American students, Russian students, educational process, self-development, self-realization Introduction Wheelock & M.E.
    [Show full text]
  • My Education Participant Guide
    2019-2020 TAP CURRICULUM MANAGING YOUR EDUCATION Table of Contents Section 1: Getting Started .................................................................... 2 Section 2: Learning the Basics .............................................................. 4 Section 3: Choosing a Field of Study .................................................... 25 Section 4: Choosing an Institution ....................................................... 39 Section 5: Gaining Admission.............................................................. 53 Section 6: Funding Your Education ...................................................... 68 MY Education Website Guide 2019-2020 ....................................... 101 Career Exploration Chart ................................................................... 106 Comparison Chart ............................................................................. 107 MY Education | Page 1 Managing Your (MY) Education Section 1: Getting Started Your decision to complete the DoD Education Track by participating in this workshop shows you have recognized the potential benefits of higher education for your career. Higher education is a pathway that can help you access new opportunities and can be a prerequisite for a number of jobs in the U.S. economy. This two-day workshop, which is designed for anyone interested in earning either an undergraduate or graduate degree, will assist you in identifying the education requirements for your desired career and provide you with information, resources, and strategies
    [Show full text]
  • IAC Ch 17, P.1 701—17.11(422,423) Educational Institution. Goods
    IAC Ch 17, p.1 701—17.11(422,423) Educational institution. Goods, wares or merchandise purchased by any private nonprofit educational institution in the state and used for educational purposes shall be exempt from sales tax. The gross receipts from the sale of textbooks and hot lunches to students shall be exempt from sales tax to the extent the profits from the sales are used for educational purposes. The sales of the yearbooks to schools which have executed contracts with yearbook companies to purchase yearbooks are considered sales for resale and are exempt from tax. The sales of yearbooks from the school to the students and others are considered an educational activity and are exempt to the extent the profits therefrom are expended for educational purposes. Effective January 1, 2002, “educational institution” means an institution which primarily functions as a school, college, or university with students, faculty, and an established curriculum. The faculty of an educational institution must be associated with the institution and the curriculum must include basic courses which are offered every year. “Educational institution” includes an institution primarily functioning as a library. EXAMPLE 1: ABC Child Care (ABC) is a private nonprofit organization that provides the service of caring for children newborn to six years of age. In addition, ABC teaches the children basic learning skills such as shapes, numbers, colors, and the alphabet. ABC teaches the same skills every year using the same techniques. ABC is not a private educational institution. ABC’s primary purpose is to provide child care. The education of the children is a secondary activity.
    [Show full text]
  • Issues on the Right to Religious Education
    1–14 ISSUES ON THE RIGHT TO RELIGIOUS EDUCATION Birutė Pranevičienė, Agnė Margevičiūtė* Abstract: The article analyses international legal framework, preconditions of realization of the right to religious education in Lithuania and other European Union (EU) states during compulsory education, discusses certain issues related to ensuring and implementing the right of religious education in Lithuania and other European Union (EU) states. Right to religious education arises from the coherent fundamental rights, such as freedom of religion, conscience and thought, right to choose or change beliefs, right to educate one’s children according to one’s convictions, right and duty to study until certain age, freedom to choose religious studies for one’s children. Due to the processes of globalization society becomes increas- ingly culturally heterogeneous, therefore, states carry a complex task to equally ensure different individual interests related to religious education. Majority of EU states are required to ensure education of children according religious convictions of their parents and needs of the children themselves. Keywords: human rights, right to education, right to freedom of religion, right to religious education INTRODUCTION It is universally accepted that within European community everyone has a right to freedom of thought, religion, and conscience, which means, that “… this right in- cludes freedom to change his religion or belief and freedom, either alone or in com- munity with others and in public or private, to manifest his religion or belief, in wor- ship, teaching, practice and observance”.1 The Universal Declaration of Human Rights states the same.2 These rights are embedded in the constitutions of many democratic states and are recognized as constitutional rights.
    [Show full text]
  • Early Childhood Development Associate in Applied Science
    Southern West Virginia Community and Technical College Early Childhood Development Associate in Applied Science Significant Findings of Review Program Review Components A. Adequacy The curriculum has adequate requirements that meet the needs of employers, and it is appropriate for the transfer requirements of other institutions. The curriculum was recently revised to reflect ongoing changes in the area of early childhood education and in degree requirements at the state and national level. The Early Childhood Development Program maintains a valid assessment plan. Current resources are sufficient to sustain the program. The full-time and adjunct faculty in the program meet the educational requirements set by the North Central Association. Conclusion: The program meets adequacy requirements. B. Viability The number of students enrolled as majors is acceptable. Data relating to number of majors compared to number of students enrolled in major courses indicate that several students taking early childhood classes are not properly identified as majors. The number of students graduating is acceptable but is expected to grow throughout the next assessment period. Conclusion: The program meets the requirements for viability as a major. More emphasis needs to be placed on identifying majors. C. Necessity: The program meets the needs of students wishing to enter the workforce as child care providers and teachers. The program meets the needs of students wishing to enter one of our 2+2 programs, another B.A. program in early childhood education, or an elementary education program. A Head Start teacher in the state of West Virginia will need a B.A. degree beginning in 2012. Those people already employed will need to be working toward the B.A.
    [Show full text]
  • Guidelines for Instructional Programs in Workforce Education (GIPWE)
    Guidelines for Instructional Programs in Workforce Education 2015 Texas Higher Education Coordinating Board This edition of Guidelines for Instructional Programs in Workforce Education supersedes and replaces all previous editions of GIPWE. i Approved July 13, 2015 Table of Contents Guidelines for Instructional Programs In Workforce Education 2015 Chapter One: Introduction 1 A. Purpose of the Guidelines 1 B. Programs and Awards 1 C. Effective Dates for the 2015 Guidelines 1 D. Contact Us 1 Chapter Two: General Institutional and Personnel Requirements for Workforce Education Programs 3 A. Role, Mission, and Institutional Accreditation 3 B. Program Coordination and Faculty 3 C. Program and Graduate Credentialing 3 D. Equipment, Facilities, Classrooms, and Laboratories 4 E. Career Development Services 4 F. Qualifications of Workforce Education Program Personnel 4 G. Professional Development 5 Chapter Three: Workforce Education Program Elements 6 A. Workforce Education Programs: Overview 6 B. Characteristics of Workforce Education Programs 7 C. Characteristics of External Learning Experiences 11 D. Characteristics of Apprenticeships 16 E. Characteristics of Applied Associate Degrees 17 F. Characteristics of Workforce Certificates 19 G. Characteristics of Continuing Education (CE) Programs 21 H. Distance Education, Off-Campus, and On-Campus Extension Programs 23 Chapter Four: The Workforce Education Course Manual (WECM) 28 A. Background and Purposes of the WECM 28 B. Organization of WECM Courses 29 C. Explanation of Course Elements 29 D. Determining Allowable Contact Hours 30 E. Types of Instruction 30 F. Assignment of Semester Credit Hours and Continuing Education Units 30 G. Special Topics Courses 31 H. Local Need Courses 31 I. Development and Submission of Special Topics and/or Local Need Courses 32 J.
    [Show full text]
  • A Case Study of Three Alternative Schools : an Analysis from a Black Perspective
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1972 A case study of three alternative schools : an analysis from a black perspective. Floyd H. Martin University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Martin, Floyd H., "A case study of three alternative schools : an analysis from a black perspective." (1972). Doctoral Dissertations 1896 - February 2014. 2610. https://scholarworks.umass.edu/dissertations_1/2610 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. A CASE STUDY OF THREE ALTERNATIVE SCHOOLS: AN ANALYSIS FROM A BLACK PERSPECTIVE (October 1972) FLOYD H. MARTIN, JR. B. S. - Central Connecticut State College, New Britain M.S. - University of Hartford, Hartford, Connecticut ABSTRACT The primary thrust of this study involved a descriptive analysis of three alternative schools: The Everywhere School, the Alternative Center for Education, and Shanti, a Regional High School, all located in Hartford, Connecti- cut. The study was designed to determine to what degree these schools met the needs of their Black students and how these needs were affected by the existence of white racism. A case study approach from the perspective of a Black researcher was used. The basic research techniques were interviews, personal observations and experiences of the researcher, backed up by a review of literature on curriculum racism in education, teacher characteristics, and expectations, and Black community involvement.
    [Show full text]