A Social Skills Curriculum for Inner City Children. Progress Report, 1977-78.

Autor/inn/en	Comer, James P.; Schraft, Carol M.
Institution	Yale Univ., New Haven, CT. Child Study Center.
Titel	A Social Skills Curriculum for Inner City Children. Progress Report, 1977-78.
Quelle	(1978), (64 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Curriculum Development; Curriculum Evaluation; Elementary Education; Elementary School Curriculum; Interpersonal Competence; Mainstreaming; Minority Group Children; Parent Participation; Program Evaluation; School Administration; Special Programs; Student Attitudes; Teacher Attitudes; Urban Education; Connecticut (New Haven) + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Elementarunterricht; Interpersonale Kompetenz; Elternmitwirkung; Programme evaluation; Programmevaluation; Sonderpädagogische Förderung; Schülerverhalten; Lehrerverhalten; Stadtteilbezogenes Lernen
Abstract	The impact of this project implementation at two New Haven, Connecticut elementary schools is assessed along four dimensions: (1) school climate; (2) student attitudes and academic achievement; (3) impact on staff; and (4) impact on parents. School climate is measured by student and staff attendance, suspensions, incidence and management of behavioral crisis, referrals for special evaluation, and the process of school governance. Student attitudes are assessed by the Happy Faces Inventory and the Intellectual Achievement Responsibility Inventory. Academic achievement is measured by the Metropolitan Achievement Test. The impact of the program on school staff is assessed by attitude questionnaires and evaluations of classroom social skills projects. Parent participation is assessed at each of three levels: (1) parent participation in general school functions; (2) parent involvement in a stipend program; and (3) parent participation in school governance. Progress summaries for each school are presented. A report on a special kindergarten project, a summary of the model's mainstreaming program, and a report by an outside evaluator are included. (Author/EB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC