BES National Training Center for Literacy Teachers. Final Report.

Autor/in	Medina, Patricia
Institution	Bronx Educational Services, NY.
Titel	BES National Training Center for Literacy Teachers. Final Report.
Quelle	(1994), (108 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Inservice Teacher Education; Literacy Education; Outcomes of Education; Program Effectiveness; Program Evaluation; Teaching Methods; Workshops + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Lehrerfortbildung; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation; Teaching method; Lehrmethode; Unterrichtsmethode; Lernwerkstatt; Schulung
Abstract	The Bronx Educational Services (BES) was funded by the National Institute for Literacy to conduct activities to meet the following three objectives: (1) to develop and implement an evaluation to assess whether BES students improve their reading skills to a statistically significant degree as measured by the Test of Adult Basic Education (TABE); (2) to develop and implement an evaluation of the impact on participants of the BES National Training Center for Literacy Teachers (NTC); and (3) to provide follow-up consultation in two states in which BES has provided significant training in order to ensure major impact of their literacy delivery systems. In order to meet the first objective, BES attempted to gauge student gains through standardized tests, but found that the most recent student gains could not be compared with the original sample because the TABE had been changed. However, BES will continue to pursue grade-level as well as more state-of-the art evaluation of students. Self-evaluations returned by teacher participants in the BES NTC (second objective) were consistently positive; teachers especially liked the immersion process and the way the programs were conducted. The NTC has increased its staff, developed two new workshops that fill in the gaps in the immersion model of training, produced a publicity video and begun work on a training video, and added a prominent educator to its advisory committee. In order to meet the third objective, BES conducted comprehensive training in Ohio and California and learned how to deal with the different educational structures in the two states. (Six appendixes, which make up two-thirds of this document, contain evaluation reports to meet the three objectives and an independent evaluator's report.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC