[A Review of a Program Being Developed in the Consortium of Laboratory Schools of the Academic Affairs Conference of Midwestern Universities.]

Institution	Illinois State Univ., Normal. Educational Research Services.
Titel	[A Review of a Program Being Developed in the Consortium of Laboratory Schools of the Academic Affairs Conference of Midwestern Universities.]
Quelle	4 (1974) 1, (74 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Childhood Needs; Diagnostic Tests; Educational Diagnosis; Educational Needs; Educational Problems; Individual Needs; Intervention; Laboratory Schools; Learning Laboratories; Minority Group Children; Needs Assessment; Program Descriptions; Program Effectiveness; Program Evaluation; Self Esteem; Services; Student Needs; Student Problems; Teacher Evaluation; Teacher Role; Illinois + Suchen Sie Ihr Suchwort? Childhood; needs; Kindheit; Bedürfnis; Diagnostic test; Diagnostischer Test; Pedagogical diagnostics; Pädagogische Diagnostik; Educational need; Bildungsbedarf; Laborschule; Lernstation; Bedarfsermittlung; Programme evaluation; Programmevaluation; Self-esteem; Selbstaufmerksamkeit; Dienstleistung; Studienproblem; Teacher appraisal; Lehrerbeurteilung; Lehrerrolle
Abstract	Faculty members in various Illinois universities work cooperatively in implementing and refining a program of teacher identification of problems of pupils which limit and handicap their progress in school. The Student Needs Assessment Program (SNAP) requires a high level of professional commitment from both teachers and the principal. Teachers use a survey instrument which lists 48 problems under 7 categories. Teachers study this list and agree on a definition of what is meant by a pupil having a problem to an unusual degree. Teachers are then given an alphabetized list of pupils they teach and/or know well and are to put the number as a problem from the survey instrument opposite a pupil's name if it is believed that the pupil has the problem or need to an unusual degree. The pupil lists are then collected and tallied. The question teachers then ask is what can be done about these problems and the focus of attention switches from diagnosis and observation of overt behavior to looking for causes of behavior, to developing strategies and intervention procedures designed to find solutions to these problems. The articles and reports in this publication give descriptions and results of various techniques, approaches, and activities undertaken by teams of teachers in four Illinois laboratory schools as they attempt to help pupils resolve their problems. (Author/AM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC