The Design of a Snark That Is Not a Boojum: Learning from Evaluation.

Autor/in	Schubert, Jane G.
Institution	American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Titel	The Design of a Snark That Is Not a Boojum: Learning from Evaluation.
Quelle	(1982), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Demonstration Programs; Demonstrations (Educational); Elementary Secondary Education; Equal Education; Program Descriptions; Program Evaluation; Program Proposals; Teacher Education + Suchen Sie Ihr Suchwort? Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Programme evaluation; Programmevaluation; Lehrerausbildung; Lehrerbildung
Abstract	The accomplishments of the first year of project FOCUS, one of five national demonstration efforts funded under the Women's Educational Equity Act, are presented. There are four parts to the report. Part 1 gives an overview of the project. After conducting a needs assessment, the Tucson (Arizona) Unified School District undertook four central program activities: using resources designed to improve the balance of educational opportunities for all students; training all personnel in the concepts of equity and strategies to apply those concepts; providing a setting where other interested persons could observe the program and talk to the implementors; and evaluating the project. Part 2 describes the following accomplishments of the first year: (1) learning activities (K-12) using sex-fair materials were compiled; (2) a volume of sex-fair activities in language arts, math/science, social studies, and fine arts was designed for lower primary students; (3) workshops were conducted for faculty and staff; (4) presentations were made to local parent, business, and community groups; (5) project brochures were distributed; and (6) technical and final reports were written. Project evaluation results are described in the third part. Several attitude surveys and questionnaires were used to assess teacher and student awareness of equity issues and students' aspirations toward nontraditional roles. There were measurable reductions in stereotypic behaviors. The awareness of equity issues was increased. The report concludes with a discussion of lessons learned from the first year. (RM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01