Cooperative Inquiry: A Teacher-Based Approach to Upgrading Skills for Urban Kindergarten Children.

Autor/inn/en	Perney, Lawrence; und weitere
Titel	Cooperative Inquiry: A Teacher-Based Approach to Upgrading Skills for Urban Kindergarten Children.
Quelle	(1975), (74 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Curriculum Development; Educational Responsibility; Group Discussion; Inservice Teacher Education; Instructional Improvement; Kindergarten Children; Preschool Teachers; Primary Education; Program Effectiveness; Program Evaluation; Teacher Improvement; Teacher Response; Urban Education + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Erziehungsverantwortung; Gruppendiskussion; Lehrerfortbildung; Unterrichtsqualität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Primarbereich; Programme evaluation; Programmevaluation; Lehrerkommentar; Stadtteilbezogenes Lernen
Abstract	This monograph describes a year-long, retraining program for East Cleveland kindergarten teachers that was based on teacher involvement in group discussions and curriculum improvement activities. The program was developed in order to provide, with no additional funds, an education to inner-city children that compared favorably with the education received by suburban children. Theories and studies relevant to early childhood learning are reviewed in Chapter One in order to emphasize the importance of early educational intervention in children's formative years. Background information, and demographic and school achievement data that represent East Cleveland as a typical urban school system are provided in Chapter Two. Chapter Three describes how teacher retraining was accomplished through group discussions and curriculum design activities. Positive outcomes of the group discussions for teaching practice, such as improved self-esteem among teachers, are indicated. Chapter Four reports project evaluation efforts and data. Among the results it was revealed that the number of students who failed to achieve the minimum level for school readiness was greatly reduced and the performance levels of the inner-city, predominately black children substantially increased. In conclusion, Chapter Five briefly places the program in the broader perspective of educational problems that remain unsolved and emphasizes the potential of teachers for improving student outcomes. (Author/RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC