WICHITA PROGRAM FOR EDUCATIONALLY DEPRIVED CHILDREN. ESEA TITLE I EVALUATION REPORT, 1966-67.

Institution	Wichita Unified School District 259, KS.
Titel	WICHITA PROGRAM FOR EDUCATIONALLY DEPRIVED CHILDREN. ESEA TITLE I EVALUATION REPORT, 1966-67.
Quelle	(1967), (292 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ancillary School Services; Case Studies; Compensatory Education; Corrective Reading; Disadvantaged Youth; Early Childhood Education; Enrichment Activities; Federal Programs; Home Economics; Industrial Arts; Institutionalized Persons; Measurement Instruments; Music Activities; Physical Education; Program Descriptions; Program Evaluation; Statistical Data; Student Attitudes; Teacher Education; Kansas; Kansas (Wichita) + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Kompensatorischer Unterricht; Leseerziehung; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bereicherungsprogramm; Hauswirtschaft; Hauswirtschaftslehre; Industriekultur; Kunstgewerbe; Musikalische Aktion; Körpererziehung; Sportunterricht; Programme evaluation; Programmevaluation; Schülerverhalten; Lehrerausbildung; Lehrerbildung
Abstract	COMPENSATORY EDUCATION ACTIVITIES AND SCHOOL SERVICES IN WICHITA, KANSAS, ARE DESCRIBED IN THIS REPORT. SPECIFICALLY DISCUSSED ARE THE OBJECTIVES, PROCEDURES, EVALUATION STRATEGIES, AND RESULTS OF EACH ACTIVITY OR SERVICE. THE MOST PREVALENT TYPE OF PROGRAM WAS CORRECTIVE READING. OTHER ACTIVITIES INCLUDED CULTURAL ENRICHMENT, SUMMER PRESCHOOL AND POSTKINDERGARTEN PROGRAMS, SUPPORTIVE SERVICES, PROGRAMS FOR NEGLECTED AND DELINQUENT INSTITUTIONALIZED CHILDREN, AND ART, MUSIC, HOMEMAKING, INDUSTRIAL ARTS, AND PHYSICAL FITNESS CLASSES. INSERVICE AND PRESERVICE TRAINING PROGRAMS WERE PROVIDED FOR SCHOOL PERSONNEL, AND ADDITIONAL STAFF WERE HIRED. A DESCRIPTION OF THE OVERALL PROGRAM AND GENERAL STATISTICAL INFORMATION IS PROVIDED. ACCORDING TO STANDARDIZED OBJECTIVE MEASUREMENT AND SUBJECTIVE OBSERVATION, SOME PROGRESS HAS BEEN MADE TOWARD THE ATTAINMENT OF PROGRAM OBJECTIVES. NONSTANDARDIZED GATHERING INSTRUMENTS, A DESCRIPTION OF THE PRIMARY GRADE MUSICAL DISCRIMINATION TEST, AND CASE HISTORIES OF SELECTED CORRECTIVE READING STUDENTS ARE APPENDED. (LB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC