A Rural Teacher-Parent Partnership for the Enhancement of School Success: An Executive Summary.

Autor/in	Swick, Kevin J.
Titel	A Rural Teacher-Parent Partnership for the Enhancement of School Success: An Executive Summary.
Quelle	(1991), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Community Involvement; Computer Uses in Education; Curriculum Development; Elementary Education; Family School Relationship; High Risk Students; Higher Education; Inservice Teacher Education; Intervention; Parent Education; Parent Teacher Cooperation; Program Descriptions; Program Effectiveness; Rural Areas + Suchen Sie Ihr Suchwort? Computernutzung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Parents education; Elternbildung; Elternschule; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Rural area; Ländlicher Raum
Abstract	The Teacher-Parent Partnership for the Enhancement of School Success Project was a cooperative project involving the University of South Carolina and the Salkehatchie Consortium (a collection of 18 rural school districts). Its goal was to increase the language, mathematics, social responsibility, and expressive skills of young at-risk children through an extension of the curriculum into the home. Ninety-two children and parents at three school sites (Allendale Primary, Denmark Primary and Estill Primary) participated. The project design consisted of a key concepts early childhood curriculum; training activities for teachers, parents, and children that promoted the curriculum in home and school settings; a collaborative management process; an extensive in-classroom emphasis on assisting at-risk learners; intensive parental involvement activities; a computer literacy curriculum; and a summer enrichment program. At the end of the one-year program, a criterion-referenced evaluation process was used to assess the project. The evaluation indicated that the collaborative design was very successful. The children improved impressively in all targeted areas (especially in communication skills), and in nontargeted areas. The most successful children had both teachers and parents who were highly involved with the project. (SAK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC