Staff-Development Program. Maxi I Practicum [electronic resource] / Anthony J. Tutalo.
Described are various aspects of a program to train school personnel to meet the special needs of mainstreamed children. The staff development program is discussed in terms of program responsibility, strategy, and steps taken by the principal in the implementation procedure. The four stages of Proje...
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Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1975.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED119451 | ||
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| 100 | 1 | |a Tutalo, Anthony J. | |
| 245 | 1 | 0 | |a Staff-Development Program. Maxi I Practicum |h [electronic resource] / |c Anthony J. Tutalo. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1975. | ||
| 300 | |a 87 p. | ||
| 500 | |a ERIC Document Number: ED119451. | ||
| 500 | |a ERIC Note: Ph.D. Dissertation, Nova University. |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Secondary Education. | ||
| 520 | |a Described are various aspects of a program to train school personnel to meet the special needs of mainstreamed children. The staff development program is discussed in terms of program responsibility, strategy, and steps taken by the principal in the implementation procedure. The four stages of Project RETAP, a special education in-service program for regular education teachers and principals, are reported to include building a positive relationship between instructor and workshop participants. Outlined are topics (such as behavior problems in the classroom, behavior modification, and development of self concept) covered during a released time workshop on student behavior. Additional material on gross motor training, body awareness, motor planning, body control, visual memory and perception, tactile and kinesthetic skills, and auditory analysis are given in Appendix B. In a formative evaluation, eight results are listed for the program which include that parent participation was built into the program in the form of parent conferences and workshops. A summative evaluation of the program is presented with tables; and it is concluded that the program resulted in gains in student performance in the areas of attendance, behavior, and academic achievement. Also appended are information on Project RETAP and monitor reports. (SB) | ||
| 650 | 0 | 7 | |a Behavior Change. |2 ericd. |
| 650 | 0 | 7 | |a Class Activities. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Exceptional Child Education. |2 ericd. |
| 650 | 1 | 7 | |a Handicapped Children. |2 ericd. |
| 650 | 1 | 7 | |a Inservice Teacher Education. |2 ericd. |
| 650 | 1 | 7 | |a Mainstreaming. |2 ericd. |
| 650 | 1 | 7 | |a Program Descriptions. |2 ericd. |
| 650 | 0 | 7 | |a Program Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Role. |2 ericd. |
| 650 | 0 | 7 | |a Teachers. |2 ericd. |
| 650 | 1 | 7 | |a Workshops. |2 ericd. |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED119451 |h Other scheme |i web |n 1 |