ERIC Number: ED050843
Record Type: RIE
Publication Date: 1970-Aug-31
Reference Count: 0
Instructional Improvement in Middle and Junior High Grades for 250 Teachers of Disadvantaged Students in Ten Rural, Isolated, Majority Negro, Georgia School Districts. Director's Report.
Georgia Univ., Athens.
Utilizing summer conferences, seminar activities, and bi-weekly contact with a member of the University of Georgia staff, this project sought improvement for teachers of disadvantaged students. Some 120 teachers in 10 local school systems received personal, concerned, and professional assistance for 1 full year. The teacher population was drawn from rural, isolated majority-Negro school systems in Georgia. The most important contributions of this project resulted from efforts (1) to introduce, and guide implementation of, more appropriate instructional methods in classrooms; (2) to review and update individual teachers in their content areas; and (3) to change self attitudes. Five formal evaluative devices were used: Tennessee Self Concept Scale, Organizational Climate Description Questionnaire, Measures of Attitudes (semantic differential), Objectives of Programs for the Disadvantaged (ranking), and Program Practices for Disadvantaged Children (priority rating of 24 program practices). Results from the first of these devices suggest that the teachers served gained positive attitudes about themselves. The major strength of the project lay in its conduct in the field rather than under laboratory conditions. Approximately 110 pages of appendices provide papers presented at the National Conference for Supervision and Curriculum Development, formal evaluation devices used in the project, and other project-related materials. (MJB)
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Educational Personnel Development (DHEW/OE), Washington, DC.
Authoring Institution: Georgia Univ., Athens.