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ERIC Number: ED063444
Record Type: RIE
Publication Date: 1972-Apr
Pages: 43
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Cadre Approach to Teacher Training: Developing Change Agents for Desegregated Schools.
Deslonde, James L.; Flach, Elisabeth G.
In an attempt to get the teacher's perspective on integration problems, the Title IV Elementary Secondary Education Act staff organized small problem-solving sessions, joining teachers from two elementary schools in groups of three to six with staff for half-day sessions. After an understanding of each school's situation was achieved, a select group of fifth year credential students from the University of California at Riverside, School of Education were identified and invited to join the project and complete their academic and practical requirements in the lab schools. From October through December, students met with teachers in the two schools weekly for two-hour meetings with the director for lecture and discussion on multi-ethnic educational topics. In January, many of the students continued in the program as full-time student teachers, with in-class duties four out of five days, the fifth day being reserved for lectures, workshops, and discussions. Overall program evaluation consisted of administering standard attitude and personality inventories to student teachers, observing them while teaching and in other program activities, and finally relating evaluations by university and school personnel and Title IV staff to the data obtained earlier. (Author/JM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: California; Elementary Secondary Education Act Title IV
Note: Paper presented at the annual meeting of the American Educational Research Association, Chicago, Ill., April 1972