Evaluation of Instructional Process and Support Components, 1978-79. Evaluation of the ESEA Title I Program of the Public Schools of the District of Columbia.

Autor/inn/en	Mahony, Janice; Hayward, Becky Jon
Institution	NTS Research Corp., Durham, NC.
Titel	Evaluation of Instructional Process and Support Components, 1978-79. Evaluation of the ESEA Title I Program of the Public Schools of the District of Columbia.
Quelle	(1980), (92 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Administrator Attitudes; Affective Objectives; Compensatory Education; Educationally Disadvantaged; Elementary Education; Parent Participation; Program Descriptions; Program Evaluation; Questionnaires; Student Educational Objectives; Teacher Attitudes; District of Columbia + Suchen Sie Ihr Suchwort? Kompensatorischer Unterricht; Elementarunterricht; Elternmitwirkung; Programme evaluation; Programmevaluation; Fragebogen; Lehrerverhalten
Abstract	The goals of the Elementary and Secondary Education Act Title I program operated by the Public Schools of the District of Columbia were to provide disadvantaged children with supplemental instructional services to improve their performance in reading and mathematics and to support their affective and psychomotor development. Almost 15,000 students in grades K-7 received services during the 1978-79 school year. This volume of the four-part evaluation focuses on the instructional process and support components of the program. Data were collected through questionnaires distributed to all school and Title I staff involved in the components. Evaluative findings are presented in this report in terms of the responses of each staff group surveyed (principals, laboratory teachers, classroom teachers, support staff, and pupil personnel workers). In addition, the parental involvement component is discussed through a review of the component's goals. Questionnaires are appended. (MK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC