National Science Foundation PMSA Program: Promoting Systemic Change in Racially Isolated Schools via Math and Science.

Autor/in	Adenika-Morrow, T. Jean
Titel	National Science Foundation PMSA Program: Promoting Systemic Change in Racially Isolated Schools via Math and Science.
Quelle	(1995), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Black Students; Educational Change; Elementary Secondary Education; Hispanic Americans; Inservice Teacher Education; Mathematics Education; Parent Participation; Principals; Program Descriptions; Program Effectiveness; Racial Differences; School Restructuring; Science Education; Summer Programs; Teaching Methods; Urban Schools + Suchen Sie Ihr Suchwort? Bildungsreform; Hispanic; Hispanoamerikaner; Lehrerfortbildung; Mathematische Bildung; Elternmitwirkung; Principal; Schulleiter; Rassenunterschied; Schulreformplan; Schulumwandlung; Naturwissenschaftliche Bildung; Sommerkurs; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	The Project for Minority Student Achievement (PMSA), a 5-year program funded in part by the National Science Foundation, is a program designed to engender systemic change within a segment of a large urban school district in the Los Angeles (California) Basin. Approximately 40% of the student participants were African American and approximately 60% were Hispanic/Latino-American. The program sought to serve 58% of the 90,793 students, 41% of the 6,573 teachers, and all of the principals of the 40 targeted schools. The School of Education of a major urban university, also in the Los Angeles Basin, provided a total of nine long-term activities for students, educators, and school administrators. Students in grades 4 through 10 participated in activities such as the Summer Science/Math Camp and college preparatory survival skills workshops. Teachers participated in planning meetings, team building workshops, and the Science/Mathematics Academy. School principals were involved in the Principal's Institute and planning meetings. College and certain high school students participated in various pedagogical training sessions in order to acquire the skills necessary to assist teachers in the classroom and in tutorials. Parents of the participating students were involved either as observers or as chaperons for field trips. An appendix describes the program focus of the math/science summer camp. (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC