ERIC Number: ED371298
Record Type: Non-Journal
Publication Date: 1994-Jun-28
Reference Count: N/A
Reading/Writing Immersion: A Decision Making Literacy Development Project. Teacher Survey Year 2.
Bravi, Gerald D.; Madak, Paul R.
A study investigated teachers' attitudes concerning the second year of the Reading/Writing Immersion (R/WI) project, which assisted early years teachers in the White Horse Plain School Division No. 20, Manitoba, Canada, to become more effective in working with students who were at-risk of failing to develop reading and writing performance goals. All 11 participants in the project completed or partially completed surveys. Results indicated that: (1) the location and overall quality of meetings were satisfactory; (2) overall, the materials and reading used in the study group phase of the project were useful; (3) site visits were either very useful or somewhat useful, and the visits were considered as important as other components of the project; (4) in most instances, the project was meeting participant expectations, and that participants were about equally split in believing that the time spent on the project was just about what they expected or somewhat more than they had expected; (5) participants were very satisfied with support provided by university staff members; (6) participants indicated that they had learned a number of new skills and were already using them in their classrooms; and (7) the addition of three workshop sessions on report writing provided a valuable experience for project participants. Recommendations include: continuation and expansion of the project; continuation of the study group meetings; continuation of site visits as an integral part of the project; and continuation of participants' assessment of student outcomes. (The survey instrument with tabulations of data for each question is attached.) (RS)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Sponsor: Manitoba Dept. of Education and Training, Winnipeg. Student Support Branch.
Authoring Institution: Manitoba Univ., Winnipeg. Faculty of Education.