Staffing Plan for Upgrading of Rural Schools (SPURS). [Utah].

Autor/in	Williams, Russell
Institution	Utah State Board of Education, Salt Lake City. Div. of Research and Development.; Western States Small Schools Project, Salt Lake City, UT.
Titel	Staffing Plan for Upgrading of Rural Schools (SPURS). [Utah].
Quelle	(1975), (125 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Behavior Change; Differentiated Staffs; Elementary Schools; Models; Nontraditional Education; Program Evaluation; Questionnaires; Rural Schools; Staff Role; Statistical Analysis; Student Attitudes; Teachers; Utah + Suchen Sie Ihr Suchwort? Schulleistung; Elementary school; Grundschule; Volksschule; Analogiemodell; Non-traditional education; Alternative Erziehung; Programme evaluation; Programmevaluation; Fragebogen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Statistische Analyse; Schülerverhalten; Lehrer; Lehrerin; Lehrende
Abstract	The effectiveness of a differential staffing plan and a behavioral oriented teaching approach for upgrading of rural Utah elementary schools was examined. SPURS staffing model (an Elementary Secondary Education Act Title III project) consisted of an Instructional Design Team (composed of curriculum and behavioral specialists on a multischool basis) and an Instructional Technician in each classroom. An experimental and a control fifth grade classroom were selected from each of three different school districts. Ninety experimental and 83 control subjects were selected randomly by using a standard mathematical table. These students were administered the: California Achievement Test, Level 3 Form A; Lorge-Thorndike Intelligence Test; Student Activities Questionnaire; and IDEA/ETS Attitude Questionnaire. Data were treated statistically using analyses of variance and covariance. The experimental model was successful in providing an overall (multivariate) significantly better attitude toward learning and a significantly higher achievement level among students participating in SPURS. Specific areas of significance of attitude toward learning were: class content, career development, multiple talent, enjoyment of school, and individual instruction. Specific areas of achievement significance were: capitalization, punctuation, and comprehension. (NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC