EVALUATION OF THE IMPACT OF THE ELEMENTARY AND SECONDARY EDUCATION ACT, TITLE I IN THE CINCINNATI PUBLIC SCHOOLS AFTER ONE YEAR AND A HALF.

Autor/inn/en	FELIX, JOSEPH L.; JACOBS, JAMES N.
Institution	Cincinnati Public Schools, OH. Dept. of Instruction.
Titel	EVALUATION OF THE IMPACT OF THE ELEMENTARY AND SECONDARY EDUCATION ACT, TITLE I IN THE CINCINNATI PUBLIC SCHOOLS AFTER ONE YEAR AND A HALF.
Quelle	(1967), (122 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Ancillary School Services; Attendance; Compensatory Education; Dropouts; Early Childhood Education; Elementary School Students; Enrichment; Evaluation Methods; Federal Programs; Health Services; Parent Attitudes; Program Evaluation; Public Schools; Referral; Remedial Instruction; Secondary School Students; Self Concept; Staff Development; Student Adjustment; Student Evaluation; Surveys; Tables (Data); Teacher Evaluation; Ohio; Ohio (Cincinnati) + Suchen Sie Ihr Suchwort? Schulleistung; Anwesenheit; Kompensatorischer Unterricht; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bereicherung; Health service; Gesundheitsdienst; Gesundheitswesen; Elternverhalten; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Förderkurs; Sekundarschüler; Selbstkonzept; Personnel development; Personalentwicklung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schulnote; Studentische Bewertung; Survey; Umfrage; Befragung; Tabelle; Teacher appraisal; Lehrerbeurteilung
Abstract	THIS REPORT ASSESSES THE GENERAL EFFECTIVENESS OF SIX SEPARATE COMPENSATORY EDUCATION PROJECTS WHICH PROVIDED EITHER (1) EARLY CHILDHOOD EDUCATION, (2) PHYSICAL HEALTH SERVICES, (3) EMOTIONAL, LEARNING, AND COMMUNICATION PROBLEMS, (4) STAFF DEVELOPMENT, LEADERSHIP AND INSERVICE TRAINING, (5) ELEMENTARY SCHOOL REMEDIATION AND ENRICHMENT, OR (6) SECONDARY SCHOOL REMEDIATION AND ENRICHMENT. DATA WERE GATHERED FROM SURVEYS OF TEACHERS, STUDENTS, AND PARENTS, AND FROM ACADEMIC ACHIEVEMENT DATA. PUPIL SELF-IMAGE, ATTENDANCE, PROMOTION RATES, DROPOUTS, PSYCHOLOGICAL REFERRALS, AND VANDALISM WERE STUDIED. TABLES AND GRAPHS SUMMARIZE PROJECT DATA. THIS ARTICLE IS PUBLISHED IN THE "JOURNAL OF INSTRUCTIONAL RESEARCH AND PROGRAM DEVELOPMENT," VOLUME 3, NUMBER 1, SEPTEMBER 1967. (LB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC