Winning Public Support of a Desegregated School System. Title III ESEA Progress Report, School District 151 (South Holland, Illinois).

Institution	South Holland School District 151, IL.
Titel	Winning Public Support of a Desegregated School System. Title III ESEA Progress Report, School District 151 (South Holland, Illinois).
Quelle	(1975), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Aspiration; Advisory Committees; Child Advocacy; Cultural Differences; Educational Objectives; Federal Programs; Guidelines; Inservice Teacher Education; Integration Studies; Parent Aspiration; Program Evaluation; Public Support; Racial Integration; Racial Relations; Reports; School Community Programs; School Desegregation; Self Concept; Illinois + Suchen Sie Ihr Suchwort? Beratungsstelle; Kinder- und Jugendanwaltschaft; Kultureller Unterschied; Educational objective; Bildungsziel; Erziehungsziel; Richtlinien; Lehrerfortbildung; Integrationsspezifische Qualifikation; Elternwille; Programme evaluation; Programmevaluation; Öffentliche Förderung; Öffentliche Trägerschaft; Rassenintegration; Abschlussbericht; Berichten; Integrative Schule; Selbstkonzept
Abstract	Thirteen objectives of the program and analyses of each in terms of procedure, evaluation, the status of procedure, and status of the evaluation are listed in this report. The objectives are: the establishment of a community relations program to promote two-way communication between school board, administration, teachers, students, and parents; the maintenance, expansion, and promotion of the operation of the citizens' advisory council; the extension of the adult-parent and student information program; the development of approaches, techniques, and programs designed to facilitate the realization of high parent and student educational aspirations; providing human relations opportunities and activities leading to improved racial understanding making parents active child advocates; opportunities for staff and administration inservice training; staffs' utilization of special design teaching aids; staff and administration involvement in professional enrichment activities; provisions for a wide variety of opportunities and media designed to build positive self-concepts and promote better ethnic and racial understanding of diverse cultural backgrounds; compilation and use of student learning profiles; the initiation of a widespread program of dissemination within the district; dissemination within the local educational agency. (Author/AM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC