ERIC Number: ED254335
Record Type: Non-Journal
Publication Date: 1982
Reference Count: N/A
Towards Improved Compensatory Education: Findings of Five Conferences to Plan Fresh Follow Through Research.
Gross, Beatrice; Gross, Ronald
This report synthesizes findings of five conferences funded by the National Institute of Education (NIE) to plan new Follow Through research. In particular, conference discussions focused on the notion of systematic change; time-on-task as the most promising strategy for success; and encouragement of principal and teacher support for implementing program models. It was suggested that committed teachers are needed to make a program successful, and ways were suggested to "court" them. In addition, it was felt that efforts to strengthen the instructional process must address, among other subjects: (1) staff attitudes and expectations; (2) organizational structure and procedures, including student/staff assignments; (3) systems of incentives and rewards; (4) commitment of local boards; (5) responsiveness to locally demonstrated need; (6) the delivery system; and (7) the management system. In response to a discussion of problems in program implementation and replication, an entirely new format for subsequent Follow Through projects/research was suggested. This format would involve study of exemplary programs to lead to a verifiable theory of effective early primary education and would provide for the necessary adaptations to student differences and other system variables. A discussion of what administrators need to know about a program before it is adopted or adapted is followed by guidelines for new Follow Through pilot projects. Also included are brief descriptions of the Detroit (Michigan), Napa (California), Oakland (California), and Cotopaxi (Colorado) pilot projects. Following a summary of what is known to date about Follow Through programs is a list of 40 background papers prepared for NIE. (AS)
Publication Type: Collected Works - Proceedings; Reports - Descriptive
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: N/A