A Needs Assessment Study Conducted by Teacher Corps 1979.

Institution	Arkansas Univ., Pine Bluff.; Pine Bluff School District 3, AR.; Arkansas Univ., Fayetteville.
Titel	A Needs Assessment Study Conducted by Teacher Corps 1979.
Quelle	(1980), (300 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Classroom Environment; Diagnostic Teaching; Education Majors; Educational Assessment; Educational Attitudes; Educational Needs; Elementary Secondary Education; Exceptional Persons; Inservice Teacher Education; Multicultural Education; Needs Assessment; Objectives; Parent Attitudes; Program Development; School Districts; Schools of Education; Student Characteristics; Teacher Education Programs; Arkansas + Suchen Sie Ihr Suchwort? Schulleistung; Klassenklima; Unterrichtsklima; Diagnostic assessment; Diagnostisches Verfahren; Education; assessment; Bewertungssystem; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Educational need; Bildungsbedarf; Lehrerfortbildung; Multikulturelle Erziehung; Bedarfsermittlung; Goal definition; Zielsetzung; Elternverhalten; Programmplanung; School district; Schulbezirk; Erziehungswissenschaftliche Fakultät
Abstract	This report presents needs assessment data gathered for a Teacher Corps project in Pine Bluff School District (Arkansas). Subjective and objective data were collected from students, parents, and school personnel at five elementary and secondary schools, and from education majors and faculty at the University of Arkansas at Fayetteville and the University of Arkansas at Pine Bluff. The introduction gives the purpose, scope, and procedures used in the study. The second section discusses the social and historical context of the community of Pine Bluff, Pine Bluff public schools, and the background of the two universities. Responses are ranked on a "strongly agree" to "strongly disagree" continuum and are correlated with demographic data and student academic achievement scores for four areas: (1) diagnostic-presciptive instruction; (2) classroom environment; (3) exceptional children; and (4) multicultural education. Perceived strengths and weaknesses and recommendations for each of the five schools are listed. Conclusions and recommendations based on the needs assessment data are presented. An appendix contains needs identified by respondents for inservice program activities. Twenty-two tables provide supporting data from survey responses. (FG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC