Parents, Teachers and Evaluators [electronic resource] : A Partnership to Enhance Home and School Learning Environments / Geneva D. Haertel and Harriet Talmage.
Based on the Walberg educational productivity model--which relates one quantifiable educational outcome to a range of inputs--a research project was undertaken to determine the impact of school desegregation on the academic achievement of third and sixth grade students in a Chicago suburb. A four-ph...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1979.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED178579 | ||
| 100 | 1 | |a Haertel, Geneva D. | |
| 245 | 1 | 0 | |a Parents, Teachers and Evaluators |h [electronic resource] : |b A Partnership to Enhance Home and School Learning Environments / |c Geneva D. Haertel and Harriet Talmage. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1979. | ||
| 300 | |a 15 p. | ||
| 500 | |a ERIC Document Number: ED178579. | ||
| 500 | |a ERIC Note: Paper presented at the annual meeting of the American Educational Research Association (63rd, San Francisco, CA, April 8-12, 1979). |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Education. | ||
| 500 | |a Educational level discussed: Grade 3. | ||
| 500 | |a Educational level discussed: Grade 6. | ||
| 520 | |a Based on the Walberg educational productivity model--which relates one quantifiable educational outcome to a range of inputs--a research project was undertaken to determine the impact of school desegregation on the academic achievement of third and sixth grade students in a Chicago suburb. A four-phase cooperative effort was instituted, involving parents, school personnel, and university staff. Achievement test scores were used as the quantifiable outcome; and home environment, instructional quality, quantity of instruction, and classroom learning environment were selected as input productivity factors. The project was composed of four phases: research and theory building; development and testing; practical application of the findings; and extension and projection of the findings. Phase two was composed of five stages: (1) preparing the collaborative effort; (2) selecting variables associated with the productivity factors; (3) selecting instruments to measure each factor; (4) field testing the instruments; and (5) examining test results. In phase three, data analyses were used to explore better home and school intervention strategies. Phase four objectives were comprised of continuing cooperative relationships; providing home and school strategies; documenting effective strategies; and serving as a model for other school districts. (Preliminary findings and comments about action research are included.) (MH) | ||
| 650 | 1 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Action Research. |2 ericd. |
| 650 | 1 | 7 | |a Classroom Environment. |2 ericd. |
| 650 | 0 | 7 | |a College Faculty. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 1 | 7 | |a Family Environment. |2 ericd. |
| 650 | 0 | 7 | |a Grade 3. |2 ericd. |
| 650 | 0 | 7 | |a Grade 6. |2 ericd. |
| 650 | 0 | 7 | |a Parent Participation. |2 ericd. |
| 650 | 1 | 7 | |a Productivity. |2 ericd. |
| 650 | 0 | 7 | |a Reading Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Research Projects. |2 ericd. |
| 650 | 0 | 7 | |a Research Reports. |2 ericd. |
| 650 | 0 | 7 | |a School Community Relationship. |2 ericd. |
| 650 | 0 | 7 | |a School Desegregation. |2 ericd. |
| 650 | 0 | 7 | |a Success. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Effectiveness. |2 ericd. |
| 650 | 1 | 7 | |a Time Factors (Learning) |2 ericd. |
| 700 | 1 | |a Talmage, Harriet. | |
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