Literaturnachweis - Detailanzeige
| Institution | Policy Studies Associates, Inc., Washington, DC. |
|---|---|
| Titel | Extending the Learning Time for Disadvantaged Students: An Idea Book. Volume 1, Summary of Promising Practices. |
| Quelle | (1995), (61 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Leitfaden; Academic Achievement; After School Education; Educationally Disadvantaged; Elementary Secondary Education; Extended School Day; Federal Legislation; Flexible Scheduling; High Risk Students; Program Effectiveness; Program Implementation; Time Blocks; Time Factors (Learning) |
| Abstract | The Title I program, the federal government's largest elementary and secondary school program, has been redesigned in order to make improvements in the nation's poorest schools. This handbook comprises the first of two volumes that provide examples of schools and communities working together to provide children with more time to learn. The book describes promising strategies used by 14 programs to extend learning time for disadvantaged students in diverse settings. The strategies provided in the book suggest that Title I, working with schools and communities, can contribute to enhanced learning outside of the traditional school day, work, or year. The featured programs base their activities on goals specifically set to address students' needs. Promising practices include the following: careful planning and design; links between the extended time and the regular academic program; a clear focus on using extended time effectively; a well-defined organization and management structure; parent and community involvement; a strong professional community; cultural sensitivity; a continuous search for funding; a willingness to resolve and work around obstacles; extended-time programs which reinforce particular skills needed in the classroom; and thoughtful evaluations of program success. The report has three chapters. Chapter 1 presents the rationale for extended-time programs, drawing on research that examines the relationship between time and achievement for disadvantaged students. It also discusses the background and purpose of the book, describes the criteria for selecting the programs, and provides brief descriptions of the programs. The second chapter identifies promising practices associated with these programs, the challenges they face, and the solutions that some have found. The third chapter draws conclusions about extending learning time for disadvantaged students. (Contains 59 references.) (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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