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| Autor/inn/en | Spencer, Mary L.; Henderson, Joan C. |
|---|---|
| Institution | Telegraph Development Co., Berkeley, CA. |
| Titel | Santa Fe School Precision Teaching Program, Evaluation Report 1974-75. |
| Quelle | (1975), (96 Seiten)
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| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Arithmetic; Elementary Education; Inservice Teacher Education; Learning; Performance; Remedial Instruction; Remedial Mathematics; Remedial Programs; Remedial Reading; Student Motivation; Teacher Effectiveness; Teaching Programs; California (Oakland) |
| Abstract | The Santa Fe Precision Teaching for Effective Learning, (PTEL) an ESEA Title III program, was selected as a remedial instructional approach to the performance and motivational problems of Santa Fe students. It proposed the following six major program objectives: (1) planning and implementation of start-up activities; (2) staff training in the charting of student correct and error frequencies in reading and math; (3) staff training in setting individual behavioral objectives and mastery criteria for students, and in concepts of the individualized management system; (4) training in reinforcement principles; (5) sequential ordering of behavioral objectives in the math and reading curricula; and (6) the attainment of Oakland Unified School District achievement score norms in math and reading by 60, 80, and 100 percent of PTEL students in program years one, two, and three, respectively. The evaluation demonstrated that five out of six objectives were accomplished by the program. Curriculum planning and development of materials were initiated by the staff at the beginning of the program and continued throughout the year. The staff generally felt that the inservice training provided was effective and adequately prepared them to implement PTEL methods in the classroom. Santa Fe PTEL failed to meet the predicted objective of 60 percent of its students achieving OUSD reading averages by approximately 10 percent and math averages by approximately 14 percent. The staff's reaction to the program's operation, administration, and organization was generally positive. (Author/BD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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