Bilingual Mini-School Tutoring Project. A State of Washington URRD (Urban, Rural, Racial, Disadvantaged) Program. Final Evaluation, 1975-76 Program Year.

Autor/in	McConnell, Beverly
Institution	Washington State Intermediate School District 104, Ephrata.
Titel	Bilingual Mini-School Tutoring Project. A State of Washington URRD (Urban, Rural, Racial, Disadvantaged) Program. Final Evaluation, 1975-76 Program Year.
Quelle	(1976), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Bilingual Education; Cultural Awareness; Early Childhood Education; Interstate Programs; Mexican Americans; Migrant Education; Mobile Educational Services; Parent Participation; Program Evaluation; Reading Achievement; Tutorial Programs; Washington + Suchen Sie Ihr Suchwort? Schulleistung; Bilingual teaching; Bilingualer Unterricht; Cultural identity; Kulturelle Identität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Hispanoamerikaner; Mobile Erziehungshilfe; Elternmitwirkung; Programme evaluation; Programmevaluation; Leseleistung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem
Abstract	The early education program uses paraprofessional teachers to provide bilingual multicultural education to children of migrant and seasonal farm workers. The program operates on an interstate and interdistrict basis. Interstate migrant children from south Texas are followed from their home base community to northern locations. By working cooperatively with the schools, the mobile project staff which follows the children arranges to work with them on released time from their regular classes, or else after school, providing supplementary education as nearly as possible year-round to a moving population. Parents and community members are active in program management decisions involving organization matters, review and input into funding proposals, hiring of teaching staff, use of parent funds, and participation in program evaluation. Family members participate in the program through acting as teachers or teaching assistants, assisting with cultural heritage activities, and providing support services. Of the 169 children served during 1975-76, 156 were Mexican Americans. Summarizing the program's progress during 1975-76, this report briefly describes the measurement used and the basis for indicating that the objective was exceeded, met, partially met, or not met. Overall the program has met or exceeded its goals. (NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC