School Personnel and Parent Perceptions of the Follow Through Program in Philadelphia. Spring, 1976. Report No. 7723.

Autor/in	Lukshus, Anne M.
Institution	Philadelphia School District, PA. Office of Research and Evaluation.
Titel	School Personnel and Parent Perceptions of the Follow Through Program in Philadelphia. Spring, 1976. Report No. 7723.
Quelle	(1976), (103 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Compensatory Education; Curriculum Evaluation; Early Childhood Education; Elementary School Teachers; Models; Parent Attitudes; Principals; Program Attitudes; Program Effectiveness; Questionnaires; School Personnel; Student Development; Surveys; Teacher Aides; Teacher Attitudes; Pennsylvania (Philadelphia) + Suchen Sie Ihr Suchwort? Kompensatorischer Unterricht; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Analogiemodell; Elternverhalten; Principal; Schulleiter; Fragebogen; Schulpersonal; Survey; Umfrage; Befragung; Handreichung; Lehrerhilfe; Lehrerverhalten
Abstract	Follow Through teachers, classroom aides, principals, staff developers, and a 10 percent parent sample were surveyed in the spring of 1976 for their opinions and perceptions of various aspects of the Philadelphia Follow Through program. A substantial majority in each category of respondents indicated their respective models were helping pupils' personal, social, and academic development. Parent responses showed a high level of interest and participation. Nearly all stated they were developing a greater interest in their children's schooling, while 80 percent also expressed a concern for furthering their own education. Over 90 percent indicated that they felt comfortable with school personnel and that their opinions were respected. The majority reported they attended school meetings, and 73 percent expressed interest in working at the schools. Parent scholars were rated effective by 50 percent of the teachers, 58 percent of the staff developers, and 69 percent of the principals. Parent volunteers were rated less favorable by teachers, staff developers, and principals. Nearly all aides indicated they assisted in instructing small groups regularly, while 67 percent stated they assisted in the instruction of individual pupils on a regular basis. At least 80 percent of the teachers, principals, and staff developers thought the aides were effective in the classroom. Indications of the program's impact were found in the large percentages of school personnel who reported increased interest in individualized instruction, reaching pupils' homes, and furthering their own education. Respondents also gave the program an overwhelming vote of confidence in response to the question, "Would you like to see the Follow Through Program continued?" All of the staff developers, 83 percent of the teachers, 98 percent of the classroom aides, and 96 percent of the parents answered affirmatively. (Author/RC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC