The following is a compilation of Dr. Strong’s work over the many years he served as dean of education at Texas Southern University while carrying on extensive consulting work with city, state, and federal institutions.
Dr Strong developed and executed many research programs in the advancement of public education.
The Teacher Development Program
The Teacher Development Program was created to develop a new approach to teacher education at the university and teaching in elementary schools. At the university traditional classes were replaced with an objective based program. A central instructional team, supplemented with ancillary experts and specialists were responsible training and retraining the teachers. The initial thrust was to retrain and field test a competency and diagnostic-prescriptive approach teaching. Working with officials, at the state, university and local school districts, agreements were reached to allow the experimental program to operate in the university and local elementary schools.
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AN APPROACH TO DEVELOPING A PROGRAM FOR TRAINING SCHOOL ADMINISTRATORS
1965 W.R. Strong, ED.D, S.A.
The purpose of this paper is not to condemn or to criticize. Its primary purpose is to present a serious problem facing educational leaders and to provide some background into the factors that have created the problem and to suggest a possible course of action which may help to resolve the problem.
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A Look at Higher Education and Needed Changes
1965 W.R. Strong, ED.D, S.A.
Higher Education and public schools have different roles and different philosohpies. Public schools role is to help every individual to learn the basic skills and knowledge which they will need to become independent and contributing members of society. Colleges and universities can be selective in students that they admit and can require, as they should, a certain level of performance. Public schools must accept everyone regardless of ability and try to help them achieve to the best of the individual’s ability.
Administrative and Instructional Alternatives to Education
W.R. Strong, ED.D, S.A.
It all began late one afternoon in October, 1969 when a group of educators from the colleges and local school districts in the Educational Consortium met to discuss basic problems and formulate a comprehensive plan of action. Suddenly John said, “Why in the hell don’t we get better results?” His frustrations emanated from long experiences with new programs which had great promise but produced little results and even less change.
COMPETENCY BASED EDUCATION
The following information will provide the reader with sufficient information to understand the basic elements of a competency-based education program and its implications for education. Only the kernels of competency-based education will be presented in this article; however, there is much material available for those who wish to explore the subject further. I owe much of the following data to Houston and Housom at the University of Houston who were pioneers in competency-based education at the college level.
EDUCATIONAL OBJECTIVES
Education by definition is a modification of behavior. Organized education is a program to modify behavior in certain directions. To move a person from point A to point B one has to have some idea of where point A and point B are. Once it is known where the person is in relation to where you want him to be it is possible to develop a strategy to move him from where he is to where you want him to be.
Educational
THE CRITICAL FACTOR IN ACHIEVEMENT
Education research is proliferated with studies that indicate no significant difference in achievement. Programs, techniques, materials, books, facilities, organizations, etc., have been tested and retested and the results are the same – they make no significant difference in achievement. Unfortunately, most of the studies stop with the preliminary findings (no significant difference) rather than continuing the investigation to determine why these results were obtained.
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