Building the Bridge: Inservice Training for Teachers of Educationally Disadvantaged. Final Report: July 1, 1980-August 31, 1981.

Autor/in	Bitterlin, Gretchen
Institution	San Diego Mesa Coll., CA.
Titel	Building the Bridge: Inservice Training for Teachers of Educationally Disadvantaged. Final Report: July 1, 1980-August 31, 1981.
Quelle	(1981), (54 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Adult Basic Education; Basic Skills; Community Colleges; Compensatory Education; Course Descriptions; Developmental Studies Programs; Educational Diagnosis; English (Second Language); Faculty Development; High Risk Students; Inservice Teacher Education; Program Descriptions; Recordkeeping; Remedial Instruction; Remedial Mathematics; Remedial Reading; Transitional Programs; Two Year Colleges + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Basic skill; Grundfertigkeit; Community college; Community College; Kompensatorischer Unterricht; Kursstrukturplan; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Pedagogical diagnostics; Pädagogische Diagnostik; English as second language; English; Second Language; Englisch als Zweitsprache; Problemschüler; Lehrerfortbildung; Leistungsnachweis; Förderkurs; Leseförderung
Abstract	This three-part report describes the Bridging Program at San Diego Mesa College (SDMC), a basic skills program to prepare students functioning at the 7th grade level or below and to thus provide a bridge between developmental education and adult basic education (ABE). Part I begins with a review of the program's background and a list of its services (i.e., individualized instruction in basic skills for SDMC students, a referral system for instructors, basic skills assistance to adults in ABE classes who plan to attend SDMC, and open-entry/open-exit enrollment). Next, the report describes the Bridging Lab and an English as a Second Language (ESL) class and explains the student assessment, placement, and enrollment process. Part I also describes instructional materials for the lab, student assessment procedures, and the results of a Bridging Lab evaluation. Part II examines the ESL bridging class which stresses communication skills such as listening and note taking. This section focuses on the background and purpose of the course, the referral and identification system, course outlines and materials, student assessment procedures and course evaluation. Part III considers the in-service component of the Bridging Program, based on a slide-cassette presentation on program services. The development and distribution of the slide-cassette presentation are discussed. Appendices include course outlines and formats for the individualized lab courses, record-keeping and referral forms, publicity materials, an evaluation summary, and other related materials. (KL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01