Top-down mandates concerning the curriculum of the school leave no
room for program creativity and program commitment. Yet principals
and teachers are held accountable for student achievement results.
Constitutionally, powers not granted to the United States are
reserved to the States or to the people. The book's primary
purposes center on the need for placing the responsibility for
determining student curriculum and academic achievement the local
school level whereby school personnel determine the individual
student's personal interests and needs and design a curricular
program for each student that fosters personnel success. The
creative abilities of teachers are inhibited in attempts to
implement top-down mandates that set forth academic content and
instructional methods set forth by federal and state agencies. If
learning programs and instructional methods are to be designed to
meet the individual interests and needs of the learner, who is in
the best position to determine such needs? We believe that the
social, mental, and physical needs of children and youth are
determined best by local educational professionals. This book sets
forth the foundations of practice that will serve these purposes.
General
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