Bilingual Mini-School Tutoring Project. Evaluation Progress Report Number 2, Final Evaluation Program Year 1, July 1974.

Autor/in	McConnell, Beverly
Institution	Mabton School District, WA.
Titel	Bilingual Mini-School Tutoring Project. Evaluation Progress Report Number 2, Final Evaluation Program Year 1, July 1974.
Quelle	(1974), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Bilingual Education; Early Childhood Education; Educational Objectives; Formative Evaluation; Interstate Programs; Migrant Education; Mobile Educational Services; Parent Participation; Program Evaluation; Tutorial Programs; Washington + Suchen Sie Ihr Suchwort? Schulleistung; Bilingual teaching; Bilingualer Unterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational objective; Bildungsziel; Erziehungsziel; Mobile Erziehungshilfe; Elternmitwirkung; Programme evaluation; Programmevaluation; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem
Abstract	An early childhood education program for children of migrant and seasonal farm workers, the Project provides tutoring, usually outside of regular school hours, to kindergarten and first grade children. The tutoring is done by adult paraprofessionals who are former migrants or seasonal farm workers. Program focus is to: (1) develop the child's ability to understand and use both Spanish and English in oral communication, (2) give bicultural instruction, and (3) reinforce the child's learning of the basic academic skills of reading and mathematics. Tutoring is provided to migrant children in their home base in Texas as well as during the migrant season in Washington. Two year-round sites in Washington (Moses Lake and Connell) offer services to children of seasonal farm workers and migrant families who have graduated from the Mini Head Start program (see RC 008 937-942) into classrooms all over the city and neighboring communities. These children are brought together for supplementary tutoring to continue dual language teaching, cultural lessons, and reinforcement in basic academic areas in an attempt to maintain the gains made in the preschool program. This report presents the second progress evaluation, covering program operations through June 30, 1974. Also included are a brief discussion of start-up program adjustments and a letter from a public school teacher regarding the project's value. (NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC