A Field-Centered Project to Prepare District Trainers of Teachers and Students of Teaching to Effectively Meet the Special Education Needs of Young Disadvantaged Children in Rural and Semi-Rural Local Educational Agencies. Final Report, Early Childhood Project 1070.

Sonst. Personen	Bouverat, Roberta (Mitarb.)
Institution	Western Washington Univ., Bellingham.
Titel	A Field-Centered Project to Prepare District Trainers of Teachers and Students of Teaching to Effectively Meet the Special Education Needs of Young Disadvantaged Children in Rural and Semi-Rural Local Educational Agencies. Final Report, Early Childhood Project 1070.
Quelle	(1974), (80 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Curriculum; Early Childhood Education; Elementary School Teachers; Field Experience Programs; Financial Support; Inservice Teacher Education; Preservice Teacher Education; Program Effectiveness; Rural Areas; Summative Evaluation; Teacher Educator Education + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Praxisnahes Lernen; Finanzielle Förderung; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; Rural area; Ländlicher Raum
Abstract	The Education Professions Development Act/Early Childhood Education (EPDA/ECE) Project was a field-centered project to prepare district teacher trainers and students of teaching to effectively meet the special educational needs of young disadvantaged children in rural and semi-rural local educational agencies. The project was designed to have both a demonstration effect and a multiplier effect. It demonstrated for school districts and the college community a non-traditional model for preparing both teachers of young children and teacher trainers. The multiplier effect was built into plans for the second-year-and-beyond of the project: (1) the return of the 7 prepared teacher trainers to their own districts wherein they provide in-service training for selected teachers in grades K-3; and (2) the participation of the 32 experienced teachers within school district in-service programs wherein they provide in-service training or leadership responsibilities for other primary teachers. This report describes the EPDA/ECE Project in terms of participants, personnel, financial support, training strategies, its effects on the curriculum at the graduate and undergraduate levels, materials development, its impact on early childhood developments outside the training institution, and its impact in the cognitive area and affective domain of the children in preschool, kindergarten, and early grades. (NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01