An Evaluation of the ESEA Title I Programs, Community School District I, New York City Board of Education. Final Report.

Autor/inn/en	Hofmann, Louis J.; und weitere
Institution	Teaching and Learning Research Corp., New York, NY.
Titel	An Evaluation of the ESEA Title I Programs, Community School District I, New York City Board of Education. Final Report.
Quelle	(1972), (281 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Compensatory Education; Early Childhood Education; Elementary Education; Individual Instruction; Kindergarten; Paraprofessional School Personnel; Preschool Education; Program Evaluation; Reading Readiness; School Community Relationship; Student Teacher Ratio; Teacher Aides; New York (New York) + Suchen Sie Ihr Suchwort? Kompensatorischer Unterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementarunterricht; Individuelles Lernen; Pre-school education; Vorschulerziehung; Programme evaluation; Programmevaluation; Reading rate; Reading speed; Lesegeschwindigkeit; Handreichung; Lehrerhilfe
Abstract	This evaluation deals with the Strengthening Early Childhood program in District 1 of Manhattan, funded under Title I of the 1965 Elementary Secondary Education Act. The program provides the kindergartens, first, and second grades of the 13 participant schools with teaching and educational assistant positions and with a small amount of materials. The primary objective of the program is to reduce the adult-pupil ratio to better meet the needs of each child. To this end, an educational assistant, working five and a half hours per day, was to be assigned to each kindergarten class, and to first and second grade classes on the basis of one assistant for each 28 children for 60 percent of the children in each grade. Sufficient teachers were to be assigned to reduce the teacher-pupil ratio (not class size). The added adults were to make possible a greater degree of small group and/or individual instruction. The educational assistants were to assist teachers in developing improved attitudes, skills, and habits in accordance with specific objectives. This entailed aiding the teacher in instructional, supervisory, monitorial, clerical, and administrative duties. The educational assistants were also to be residents of the community in which they worked, and thus were to provide a vital link between the homes, schools, and communities served by the program. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC