A Report on Education in Bedford-Stuyvesant and Some Proposals for Change.

Autor/inn/en	Jenkins, Percy; und weitere
Institution	Bedford-Stuyvesant Restoration Corp., Brooklyn, NY.; Bedford-Stuyvesant Development and Services Corp., Brooklyn, NY.
Titel	A Report on Education in Bedford-Stuyvesant and Some Proposals for Change.
Quelle	(1972), (321 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrative Problems; Educational Administration; Educational Needs; Educational Planning; Educational Problems; Elementary Schools; Governance; Junior High Schools; Program Proposals; Student Characteristics; Teacher Characteristics; Teacher Education; Urban Schools; New York; New York (New York) + Suchen Sie Ihr Suchwort? Bildungsverwaltung; Schuladministration; Schulverwaltung; Educational need; Bildungsbedarf; Bildungsplanung; Elementary school; Grundschule; Volksschule; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Sekundarstufe I; Lehrerausbildung; Lehrerbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	That public education in Bedford-Stuyvesant is failing, is evident from the reading and math scores reported in this study. Approximately 78.5 percent or 45,543 Bedford-Stuyvesant children are reading below the national norm, and 80.6 percent or 46,761 Bedford-Stuyvesant children are doing math below the national norm. As the children advance from grade to grade, more and more fall behind. The authors believe the primary cause is in the educational system itself, especially the quality of teaching--not in the child, or his home, or his poverty. How does one improve public elementary education? The authors twofold answer is (1) through on-site teacher-training to help grade school and junior high teachers create individualized learning environments, combined with (2) a parent education program to enable parents to develop criteria for judging good learning methods. Chapters 2, 3, and 5 are a reflection of the insights gained from direct experience in the Bedford-Stuyvesant educational system for periods of time ranging from 4 to 21 years. Although this study contains information on preschool education, high school education, higher education, decentralization, and various special education programs, the principal focus is on those years in school when the child should be developing those skills necessary to become an independent learner. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC