A Study of the Bank Street Approach at the John J. Ryle School, Stamford, Connecticut.

Institution	Connecticut Univ., Storrs. Educational Resources and Development Center.
Titel	A Study of the Bank Street Approach at the John J. Ryle School, Stamford, Connecticut.
Quelle	(1975), (111 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Curriculum Development; Educational Programs; Elementary Education; Individualized Instruction; Inner City; Inservice Teacher Education; Parent Attitudes; Primary Education; Program Evaluation; Self Concept; Student Attitudes; Student Teacher Relationship; Teacher Attitudes; Urban Education; Connecticut + Suchen Sie Ihr Suchwort? Schulleistung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; Individualisierender Unterricht; Lehrerfortbildung; Elternverhalten; Primarbereich; Programme evaluation; Programmevaluation; Selbstkonzept; Schülerverhalten; Lehrerverhalten; Stadtteilbezogenes Lernen
Abstract	For three years, beginning in September 1972, the Stamford Public Schools and Bank Street College have implemented the Bank Street Approach to Follow Through education in the Ryle school. During the 1974-75 school year, the Stamford Public Schools contracted with the Educational Resources and Development Center to perform an evaluation of the project. The basic questions for evaluation were: What effect has the Bank Street program had on the achievement levels of Ryle students? What are the attitudes of Ryle students toward school? What is their level of self-concept? What kind of classroom interaction occurs in the Ryle school? What are the attitudes of teachers toward the program? It was found that the implementation of the Bank Street Approach at Ryle School has been beneficial. There is evidence that students are achieving a year's academic growth in a year. The attitudes of all groups referent to Ryle School are very positive. Teachers and parents express very favorable attitudes toward the program and its continuation. Student self-concept and positive attitudes toward school are at least as high as a Connecticut state-wide sample. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC