Training Migrant Paraprofessionals in Bilingual Mini Head Start. Interim Evaluation 1977-78 Program Year. Evaluation of Progress No. 12 in a Series.

Autor/in	McConnell, Beverly
Institution	Sunnyside School District 201, WA.
Titel	Training Migrant Paraprofessionals in Bilingual Mini Head Start. Interim Evaluation 1977-78 Program Year. Evaluation of Progress No. 12 in a Series.
Quelle	(1978), (17 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Bilingual Education; Community Involvement; Early Childhood Education; Formative Evaluation; Interstate Programs; Material Development; Migrant Education; Mobile Educational Services; Paraprofessional School Personnel; Parent Participation; Program Design; Program Development; Texas; Washington + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrmaterialentwicklung; Mobile Erziehungshilfe; Elternmitwirkung; Programme design; Programmaufbau; Programmplanung
Abstract	An early education program for preschool and elementary age migrant children up through third grade, the program operates year-round sites at Connell and Moses Lake, Washington and at La Grulla, Texas designed to meet the needs of bilingual migrant children. The program aims to overcome the need for some continuity in the child's educational experience. A mobile component of the Texas site operates from April through October in temporary locations as the children move to northern work sites in the migrant stream. The program consists of five components: instruction, training, community-parent involvement, materials development, and management. Curriculum materials which can be taught effectively by migrant adults with limited academic background and no previous teaching experience have been adapted. These curriculum materials can be individualized so that a child can proceed at his own pace dictated in part by the interruptions that go with the occupational needs of migrant parents. The paraprofessional teachers function as teachers working directly with children with only limited supervision by professional staff. The mid-year evaluation indicates that the program will be meeting most of its objectives during the 1977-78 program year. This report presents the mid-year progress report in two parts. Part I gives an historical perspective: the evolution of the program from the original need to the development of the curriculum and training model. Part II reports on the current progress for each program component. (NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC