Literaturnachweis - Detailanzeige
| Autor/in | King, A. L. |
|---|---|
| Institution | Southwest Educational Development Lab., Austin, TX. |
| Titel | Integration, Inservice Education, and the Impact of Desegregation. |
| Quelle | (1981), (42 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Administrator Attitudes; American Indians; Black Students; Desegregation Effects; Discipline; Educational Improvement; Elementary Secondary Education; Expulsion; Hispanic Americans; Inservice Teacher Education; Parent Attitudes; Racial Relations; School Desegregation; Student Attitudes; Suspension; Teacher Attitudes |
| Abstract | The staff of the Ways To Improve Education In Desegregated Schools (WIEDS) project set out to collect information regarding successful desegregation practices in order to conceptualize, develop, test, and refine an inservice model and training guidelines for use in desegregated schools. The information was gathered by: (1) analyzing the United States Commission on Civil Rights Case Studies and the National Institute of Education's School Desegregation Ethnographies; (2) reviewing the desegregation literature; (3) surveying 149 central office administrators and Desegregation Assistance Center personnel; (4) interviewing 193 administrators, teachers, students, and parent/community representatives; and (5) analyzing the inservice education programs of fifteen selected desegregated school districts. The WIEDS investigation focused on the impact of desegregation on racial relations, student discipline policy (especially suspensions and expulsions), and student, teacher, administrator and parent attitudes. (Author/APM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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