Consider the Needs.
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| Title: | Consider the Needs. |
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| Authors: | Burton, William H.1 |
| Source: | Educational Leadership. Dec1945, Vol. 3 Issue 3, p99-103. 5p. |
| Subject Terms: | *Curriculum planning, *Curriculum change, *Curriculum, *Educational planning, *Teacher participation in curriculum planning |
| Geographic Terms: | Maine |
| Abstract: | The article focuses on curriculum planning programs in Maine. The program of curriculum improvement in Maine, now entering its third year, is an example of what may be done despite relatively serious limitations of money and staff, further complicated by wartime restrictions on travel and group meetings. The very limitations and obstacles seemed to stimulate ingenuity and flexibility in the personnel involved. The merest beginnings of general policy and plan were developed in advance in order to get a program in motion. It was determined that the classrooms of individual teachers would be the place of beginning, rather than through a statement of policy and aim from a central committee. Aid to the teacher in improving whatever she was doing, in meeting whatever needs she recognized, was the initial principle of the program. The program was to be voluntary; no one was to be coerced or even strongly urged to participate. The questions and needs submitted by teachers and superintendents would be met through aid to local study groups, regional conferences, bulletins, state and local workshops, or any other means which might need to be devised. |
| Database: | Education Research Complete |
| Abstract: | The article focuses on curriculum planning programs in Maine. The program of curriculum improvement in Maine, now entering its third year, is an example of what may be done despite relatively serious limitations of money and staff, further complicated by wartime restrictions on travel and group meetings. The very limitations and obstacles seemed to stimulate ingenuity and flexibility in the personnel involved. The merest beginnings of general policy and plan were developed in advance in order to get a program in motion. It was determined that the classrooms of individual teachers would be the place of beginning, rather than through a statement of policy and aim from a central committee. Aid to the teacher in improving whatever she was doing, in meeting whatever needs she recognized, was the initial principle of the program. The program was to be voluntary; no one was to be coerced or even strongly urged to participate. The questions and needs submitted by teachers and superintendents would be met through aid to local study groups, regional conferences, bulletins, state and local workshops, or any other means which might need to be devised. |
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| ISSN: | 00131784 |
