Nurturing Individual Potential Through Meaningful Educational Experiences: Peyton Forest Elementary School, 1972-73. Research and Development Reports, Volume 7, Number 34, December, 1973.

Autor/inn/en	Addy, Polly; DeBovis, Martin
Institution	Atlanta Public Schools, GA.
Titel	Nurturing Individual Potential Through Meaningful Educational Experiences: Peyton Forest Elementary School, 1972-73. Research and Development Reports, Volume 7, Number 34, December, 1973.
Quelle	(1973), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Educational Diagnosis; Elementary Schools; Open Plan Schools; Paraprofessional School Personnel; Program Evaluation; Reading Instruction; Reading Programs; School Attitudes; Self Concept; Urban Schools; Georgia + Suchen Sie Ihr Suchwort? Schulleistung; Pedagogical diagnostics; Pädagogische Diagnostik; Elementary school; Grundschule; Volksschule; Open plan school; Open school; Open schools; Offene Schule; Programme evaluation; Programmevaluation; Leseunterricht; Selbstkonzept; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	There were many indications that Peyton Forest improved their reading program during the 1972-73 school year. These included the following: (1) The pupils had a program in reading that was shown to be effective when compared to other programs within the school system. (2) On skill exercises in contextual and phonetic decoding, the pupils demonstrated their knowledge of the skills learned by scoring 90 per cent accuracy on the tests. (3) It was reported that pupils answered questions in their daily work in which they made inferences, identified the main idea of a paragraph or story, remembered details, and recognized the organization and sequence of a story with at least 90 percent accuracy. (4) the pupils showed their abilities to answer questions concerning the use of library materials with 90 per cent accuracy. (5) The Comprehensive Instructional Program contributed to the instructional program by providing materials for systematic diagnosis of reading in grades one through three. (6) Data were not available to prove that those pupils taught by aides in the Career Opportunities Program made statistically equivalent gains to those pupils who were not taught by COP personnel. (7) The Instructional Assistance Program continued to enhance the total instructional program by providing a lead teacher and three aides who (i) released the classroom teachers for planning time in reading; (ii) assisted the teachers with instructional activities and the preparation of materials; and (iii) provided enrichment activities in art, music, and physical education for pupils. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC