Getting Evidence for Making INSTRUCTIONAL DECISIONS

Rehage, Kenneth J.
April 1956
Educational Leadership;Apr1956, Vol. 13 Issue 7, p415
The article discusses how schools should get evidence for making instructional decisions. Decisions affecting the instructional program of a school are made at many different points, and by many different individuals and groups. Instructional decisions can be made on the basis of relevant evidence, systematically gathered and carefully interpreted. Such evidence can be continually sought to guide subsequent decision-making. The use of evidence in making instructional decisions increases the likelihood that the decisions will be appropriate to the situation, and that they will therefore have a genuine rather than a superficial effect upon the instructional program. There are a number of sources to which curriculum planners can turn for evidence useful in making decisions about the broad outlines of the instructional program. Of all the instructional decisions made, none is more important than those reached by the classroom teacher. In his hands is placed the task of providing the proper context which will make possible the effective implementation of all previous decisions. It is in the classroom where the instructional program is transformed from a mere statement of good intentions to a sequence of actual experiences out of which hoped for learnings may come.


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