Literaturnachweis - Detailanzeige
| Autor/inn/en | Desimone, Laura; Finn-Stevenson, Matia; Henrich, Christopher |
|---|---|
| Titel | Whole School Reform in a Low-Income African American Community: The Effects of the CoZi Model on Teachers, Parents, and Students. |
| Quelle | In: Urban Education, 35 (2000) 3, S.269-323Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0042-0859 |
| Schlagwörter | Academic Achievement; Early Childhood Education; Educational Change; Low Income Groups; Parent Participation; Parents; Participative Decision Making; Preschool Teachers; Program Evaluation; Teacher Attitudes; Teacher Effectiveness Schulleistung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsreform; Elternmitwirkung; Eltern; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg |
| Abstract | Evaluated the whole-school CoZi reform model, which combines School of the 21st century and School Development Program models. Surveys, interviews, achievement tests, and observations in CoZi and comparison schools indicated that the CoZi school had significantly higher parent involvement and school climate. No differences surfaced in achievement levels, parent-child interaction, parent social and psychological outcomes, and teacher efficacy. (SM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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