VALE: Value Assessment Latino Education, a Needs Assessment Model for Latino Children.

Autor/inn/en	Kunkel, R. C.; Tucker, S. A.
Titel	VALE: Value Assessment Latino Education, a Needs Assessment Model for Latino Children.
Quelle	(1978), (24 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Bilingual Education; Change Strategies; Church Role; Community Attitudes; Curriculum Development; Dropouts; Economic Factors; Educational Attitudes; Educational Discrimination; Educational Needs; Extracurricular Activities; Latin Americans; Migrant Education; Multicultural Education; Parent School Relationship; School Community Relationship; School Role; Spanish Speaking; State School District Relationship; Student Needs + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Lösungsstrategie; Kirchenbild; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ökonomischer Faktor; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Educational need; Bildungsbedarf; Außerunterrichtliche Aktivität; Latin America; People; Lateinamerika; Bevölkerung; Volk; Multikulturelle Erziehung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Staatliches Schulamt
Abstract	Over 2,000 interviews, questionnaires, and observations obtained needs assessment information from students, teachers, school administrators, and community members with the 4 major objectives being to help Latino children and parents articulate their educational needs, to help South Bend Community School Corporation interpret these needs in deliverable terms, to demonstrate to Latino people that their perceptions are valued, and to inform service providers of Latino needs. The assessment led to six general recommendations for meeting Latino needs: (1) improve language skills and school achievement, (2) decrease student dropout rate, (3) address educational problems related to family mobility, (4) increase compatibility between home culture and school experience, (5) alleviate stress generated by personal and family economics, and (6) coordinate state and local resources to meet student needs. The delivery strategy task force translated these general recommendations into specific actions in the areas of educational policy, curriculum, staffing, extra curricular activities, student services, community involvement, and program evaluation. For each area, recommendations were directed to the local school, community agencies (including churches), and state agencies (including the legislature). (JH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC