Inside an Urban Elementary School: Nurturing an Exemplary University/Public School Collaborative.

Autor/inn/en	Richards, Janet C.; Gipe, Joan P.
Titel	Inside an Urban Elementary School: Nurturing an Exemplary University/Public School Collaborative.
Quelle	(1993), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College School Cooperation; Cooperative Programs; Elementary Education; Experiential Learning; Field Experience Programs; High Risk Students; Higher Education; Language Arts; Minority Groups; Preservice Teacher Education; Reading Instruction; Student Teaching; Urban Education + Suchen Sie Ihr Suchwort? Elementarunterricht; Experiental learning; Erfahrungsorientiertes Lernen; Praxisnahes Lernen; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachkultur; Ethnische Minderheit; Lehramtsstudiengang; Lehrerausbildung; Leseunterricht; Teaching practice; Unterrichtspraxis; Stadtteilbezogenes Lernen
Abstract	This paper presents the story of a university/public school collaborative program that in June 1991 was awarded the American Association of Higher Education's Presidents' Forum Award for Exemplary Work in Accelerating Minority Achievement. The Louisiana program was implemented by the College of Education of the University of New Orleans and two elementary schools of the New Orleans Public Schools to enhance prospective teachers' abilities to teach reading and language arts to at-risk, urban students and to introduce the prospective teachers to an instructional context similar to one in which they would most likely be employed. Two mornings a week, the prospective teachers attended language arts lectures, seminar discussions, and demonstration lessons at the elementary school, and taught two groups of students using such techniques as word identification plans, the directed reading-thinking activity, cloze and maze passages, creative writing and bookmaking, language experience stories, learning games, and visual arts and drama. The paper describes instructional activities, assessment procedures, parent support for the program, the reflections of prospective teachers in their dialogue journals, program strengths and weaknesses (the latter including lack of support from administrators and regular classroom teachers); and goals for the program's future. (Contains 14 references.) (JDD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC