ERIC Number: ED438280
Record Type: RIE
Publication Date: 1999
Teaching At Risk Children: An Instructional Model in a Professional Development School.
Baker, Betty Ruth
Focusing on the future of at-risk students is critical. Collaboration between university and public school educators in a Professional Development School (PDS) can provide opportunities for faculty and preservice teachers to participate with at-risk students and their teachers to improve current practices, provide individualized experiences, and improve teaching techniques. This paper describes a PDS that involved a collaboration between the Early Childhood Program of the School of Education at Baylor University and a local primary school. The collaboration provides individualized experiences for at-risk children, and field experiences for students in Early Childhood Education. Program goals are to: develop and implement quality experiences to enhance students' outcomes; participate in a learning environment under the supervision of qualified professionals; exhibit knowledge of diversity in learning style, culture, and language; collaborate with parents, teachers, staff, and community services to meet students' needs; develop proficiencies in assessment, organization, curriculum planning, and instruction (including the use of assistive technology); and participate in research and literature reviews with practicing professionals. Evaluations indicate that this experience has been beneficial to both student teachers and children. Children involved in the PDS have displayed improvement in their classroom performance. Appendices contain scope and sequence, lesson plans, teacher reactions, and summaries of experiences. (Contains 10 references.) (SM)
Descriptors: College School Cooperation, Consciousness Raising, Diversity (Student), Early Childhood Education, Field Experience Programs, High Risk Students, Higher Education, Partnerships in Education, Preservice Teacher Education, Professional Development Schools, Public Schools, Student Teacher Evaluation, Student Teachers, Teacher Collaboration
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Appendices may not reproduce adequately.