Meeting the Needs of Rural Minorities: The New Mexico State University and University of Arizona FIPSE Project 1982-1984.

Autor/inn/en	Amodeo, Luiza B.; Kelly, Sandra D.
Titel	Meeting the Needs of Rural Minorities: The New Mexico State University and University of Arizona FIPSE Project 1982-1984.
Quelle	(1984), (27 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Career Awareness; Career Education; Career Guidance; Cooperative Programs; Elementary Secondary Education; Females; Inservice Teacher Education; Minority Groups; Program Content; Program Evaluation; Rural Education; Rural Environment; Rural Schools; Teacher Educators; Arizona; New Mexico + Suchen Sie Ihr Suchwort? Karrierebewusstsein; Arbeitslehre; Berufsorientierung; Weibliches Geschlecht; Lehrerfortbildung; Ethnische Minderheit; Programmgestaltung; Programme evaluation; Programmevaluation; Ländliche Erwachsenenbildung; Ländliches Milieu; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teacher education; Education; Lehrerausbildung; Lehrerbildung
Abstract	A three-year collaborative, inservice teacher-training program--being implemented by New Mexico State University, the University of Arizona, and rural school districts in New Mexico and Arizona--is designed to improve educational and occupational opportunities of rural girls and young women in the region. The program emphasizes new and less stereotypical attitudes and roles for boys and girls, utilizes curricula materials about women and ethnic minorities, and presents information about non-traditional careers. Year I was devoted to preparation and pilot testing, Year II focused on training teachers in their communities, and Year III will see institutionalization and dissemination. During Year II, 12 teacher-trainers presented workshops to 110 participating teachers, emphasizing careers and job availability and the need for generating student interest in subjects essential to career preparation. Tours, distribution of printed materials, movies and filmstrips, and speakers were provided, as well as activities including career discovery, values clarification, and textbook evaluation. Year II program evaluation, based on teacher-trainer journals, case studies, and mailed questionnaires, indicates continued need and support for the program. Recommendations for Year III call for increased use of local teacher-trainers and additional ways to collect data and evaluate the program. (NEC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC