Profile ’01: Curriculum and Teaching in North American Division Schools From AIMS to OUTCOMES: Quality Cycles in Adventist Education. Paul Brantley, Alfredo Ruiz, and Glynis Bradfield School of Education, Andrews University 2001. Larson’s
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Paul Brantley, Alfredo Ruiz, and Glynis Bradfield School of Education, Andrews University
Four Basic Temperament Types
You be the judge!
Unfortunately, many educational systems fail to document a completed quality cycle. They plan and practice without sufficiently examining their purposes and products.
We asked 725 NAD educators if:
(1) our system had a clearly articulated philosophy and
(2) schools were putting it into practice
Purposes: % who ‘strongly agree’ that our NAD system has articulated aclear philosophy to guide practice
Purposes: % who ‘strongly agree’ that Adventist schools are putting their philosophy into practice
To what extent are WE as an NADCC clear as to the relationship between—
Once our purposes are clear, what plans and resources should we prepare?
% Respondents Who Reported Using the Web Adventist schools?
1995 & 2001
What are the realities teachers experienced in relation to curriculum and teaching during the 2000-2001 school year?
What evidence do we have that students are actually accomplishing the purposes that NAD set in the beginning?
You be the judge!
Our thoughts? We should--
Thank you, NADCC!
Dr Paul Brantley, Alfredo Ruiz, & Glynis Bradfield,
with special appreciation to Dr Randy Siebold and the NADOE staff