An Evaluation Project: The Pierre Indian School. Objective #1. Evaluation of the 1972-73 School Program. Final Report.

Autor/inn/en	Streiff, Paul R.; und weitere
Institution	Bureau of Indian Affairs (Dept. of Interior), Aberdeen, SD. Aberdeen Area Office.
Titel	An Evaluation Project: The Pierre Indian School. Objective #1. Evaluation of the 1972-73 School Program. Final Report.
Quelle	(1973), (129 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	American Indians; Boarding Schools; Curriculum; Educational Needs; Educational Philosophy; Extracurricular Activities; Personnel Evaluation; Program Effectiveness; Program Evaluation; Psychoeducational Clinics; School Community Relationship; Social Services; Student Behavior; South Dakota + Suchen Sie Ihr Suchwort? American Indian; Indianer; Boarding school; Internat; Curricula; Lehrplan; Rahmenplan; Educational need; Bildungsbedarf; Bildungsphilosophie; Erziehungsphilosophie; Außerunterrichtliche Aktivität; Personalbeurteilung; Programme evaluation; Programmevaluation; Social service; Soziale Dienstleistung; Soziale Dienste; Student behaviour; Schülerverhalten; South-Dakota
Abstract	The report deals with the program evaluation of the Pierre Indian boarding school located in South Dakota. The evaluation project was concerned with 3 major objectives: (1) an examination of the 1972-73 school program using a 5 stage model; (2) "backup and start over" assessment; (3) possible alternatives which may be derived from the first and second objectives. This report is concerned only with objective one. The 5 stage model evaluates: (1) the adequacy of the educational needs assessment, including specification of goals and objectives; (2) the adequacy of program planning, including staff preparation, orientation, academic leadership; (3) adequacy of program implementation; (4) adequacy of internal evaluation of program progress; and (5) end of year student behavior outcomes. Listed are 12 findings, which include that there is general agreement that the school facility is not needed for general education of children, and almost all students today are admitted under social criteria, reflecting learning handicaps in large numbers. Eleven recommendations are also presented, e.g., serious effort should be made to design and install a program to meet the needs of children with severe social-emotional learning handicaps, and staff qualifications and competencies must be specified by the program designer(s). (FF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC