Literaturnachweis - Detailanzeige
| Autor/inn/en | Comer, James P.; und weitere |
|---|---|
| Institution | Yale Univ., New Haven, CT. Child Study Center. |
| Titel | Yale Child Study Center School Development Program: Developmental History and Long Term Effects. |
| Quelle | (1986), (25 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Attendance; Cognitive Restructuring; Consultation Programs; Disadvantaged; Educational Environment; Elementary Education; Family Problems; Intervention; Minority Group Children; Parent Participation; Poverty; Socioeconomic Status |
| Abstract | Research findings indicate that the Yale Child Study Center School Development Program (SDP) has led to consistent progress in academic achievement and school attendance from 1969 to 1984 in the New Haven (Connecticut) schools in which it has been used. This report evaluates SDP, which attempts to strengthen student academic and social skills in low income, predominantly minority schools. SDP has three components: intervention, training, and evaluation research. The program recognizes that the complex problem of inner-city, minority group schools have evolved because families of children from the lowest socioeconomic strata of society experience more stress than other families. In addition, educators are not trained to bring student development to the needed level. SDP tries to improve teaching and learning by addressing the underlying development and management issues in a school and focusing on two goals: (1) improving students' psychological adjustment and skills; and (2) improving the school climate. The intervention process consists of four components: (1) the mental health team, which provides guidance for the other three; (2) the school governance and management body; (3) the parents program; and (4) the curriculum and staff development program. This document provides a description of the SDP, including its historical evolution, intervention components and functions, training strategies and research findings. (PS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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