Supervisors and educational change
| Autor: | Leonard A. Valverde, Ben M. Harris |
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| Rok vydání: | 1976 |
| Předmět: | |
| Zdroj: | Theory Into Practice. 15:267-273 |
| ISSN: | 1543-0421 0040-5841 |
| Popis: | The 200th anniversary of a nation is an important occasion for any people; but the U.S. Bicentennial is something special to the peoples of Earth, even though they are largely unaware of the celebration or its significance. The two century continuous life-span of this nation as an experiment in democratic living is unique on this planet in many ways. It has hardly been an unqualified success, but neither has it been a failure. The unique accomplishments are suggested by continuity of governmental functioning, reasonably steady economic progress, high literacy and education levels despite the assimilation of great hordes of culturally different peoples, the sustaining of a democratic way of life with few lapses, and a demonstrated capacity for change and adaptation. Of course, this nation has shared with many others a variety of developments that may not be fully praiseworthy. Like many countries we have wasted our natural resources, conquered indigeneous peoples, exploited minorities (especially those of color), engaged in wars of conquest and economic convenience, and threatened the world's people with instant annihilation. What has all of this to do with education, instruction, and the supervision of instructional programs? A great deal! It can be assumed that the character of life in any society is significantly influenced by its educational processesformal and informal, public and private (19:3). ince pre-Constitutional days a dominant force in shaping life in the U.S. has been the free, public, universal, comprehensive schools throughout this land. The public school system has made possible the democratic institutions, the economic productivity, the cultural assimilations, and the capacity to change and adapt. Programs of instructional supervision of the past have been quietly geared to producing an evolving character of instruction. Programs developed have offered literacy education unsurpassed in the world, vocational-technical training in response to tornadic demands, Americanization classes to offer citizenship privileges to millions of immigrants, and, yes, college preparatory programs for successful entry into higher education by nearly one third of all youth. The fabulous success story that is the American public school system did not just happen. Enormous social, economic, and political forces were involved. But so too were the creative |
| Databáze: | OpenAIRE |
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