NotesFAQContact Us
Search Tips
ERIC Number: ED121520
Record Type: RIE
Publication Date: 1973
Pages: 10
Abstractor: N/A
Reference Count: 0
Effective Instructional Practices for Combating Experience Deprivation Among the Rurally Disadvantaged.
Swick, Kevin J.
There are three components which combine to form a continuous cycle negatively affecting the development of the rurally disadvantaged child; these are: contact deprivation; experience deprivation; and response deprivation. However, the personal, structural, and professional behaviors of the classroom teacher can positively affect the development of the rurally deprived child via: (1) positive teacher attitudes and modeling which create a climate of trust and respect conducive to learning (personal); (2) a classroom setting that is attractive, comfortable, functional, and complete with learning materials (structural); (3) continuous teacher self-renewal (in-service education and/or university course participation (professional). Four components of instruction which provide the key to developing effective instructional practices for the rurally deprived child are: (1) development of objectives; (2) preassessment procedures; (3) methods of implemention; and (4) evaluation procedures. However, in each of these phases of instruction, it is important to relate what is being developed to the specific needs, interests, and ability level of the rurally deprived child. It should be clear, then, that deprivation in and of itself does not negate learning but that it does demand special attention to the development of teacher behaviors and instructional practices. (JC)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Illinois Reading Association (Mt. Carmel, Illinois, 1973)