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| Autor/in | Higgins, Paul S. |
|---|---|
| Institution | Minneapolis Public Schools, Minn. Dept. of Research and Evaluation. |
| Titel | The Conflict Resolution Desegregation Aides Component of the Minneapolis Schools' 1973-74 Emergency School Aid Act Project: An Evaluation. |
| Quelle | (1974), (36 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Conflict Resolution; Discipline Problems; High Schools; Inservice Education; Junior High Schools; Paraprofessional School Personnel; Program Effectiveness; Program Evaluation; Racial Relations; School Aides; School Desegregation; Student Attitudes; Minnesota (Minneapolis) |
| Abstract | The Conflict Resolution Component of the Minneapolis Schools' 1973-74 Emergency School Aid Act Project provided 20 paraprofessional Desegregation Aides for nine desegregating public schools (8 junior highs, 1 high school). The Component also funded a Coordinator of Desegregation Aides and a program of pre- and in-service training to help Aides reduce various types of conflict in schools, to improve interracial relations, and to act as liaisons between schools and the neighborhoods from which students were bussed. The objectives of the component were (1) prevention of major racial conflicts leading to school closing; (2) prevention of any increase in student-student conflict, as measured by suspension rates attributable to such conflicts in 1972-73 vs. 1973-74; (3) prevention of any increase in student-teacher conflict, as measured by suspensions attributable to such conflicts; and (4) among White students, an increase in liking toward minority students, as measured by 1973 vs. 1974 administrations of the Student Opinion Questionnaire (SOQ). Objective 1 was met. Attainment of objectives 2, 3, and 4 could not be measured directly, because the relevant data were not available. This report, prepared by an independent evaluator, includes a biref description of the Aides and a discussion of the Aides' enacted role. Approximately two-thirds of the Aides represented racial minorities. Aides' most time-consuming activities were monitoring the halls and cafeteria, and talking with students and school staff about interpersonal conflict. (Author/RC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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