Basic Skills Program in Phoenix

1978 ◽  
Vol 71 (2) ◽  
pp. 113-116
Author(s):  
Ron Mccully
Keyword(s):  
School System ◽  
Basic Skills ◽  
Basic Skills Program

A school system tackles the challenge of minimum competency.

Big Bad Basic Skills—Or, What One School System Is Doing To Help Low Achievers

1973 ◽  
Vol 66 (8) ◽  
pp. 687-693
Author(s):  
Diana L. Hestwood ◽  
Ross Taylor
Keyword(s):  
Secondary Schools ◽  
School System ◽  
Basic Skills ◽  
Low Achievers ◽  
Testing System ◽  
Teacher Recommendations

Things were starting to look up for low achievers in the Minneapolis secondary schools in January 1970. After all, as a result of teacher recommendations a computer-generated testing system was now available through a terminal in each school.

A Comparison of Methods for Measuring Achievement in Basic Skills Program Evaluation

1986 ◽  
Vol 8 (1) ◽  
pp. 101-113 ◽  
Author(s):  
Ralph A Hanson ◽  
Richard E Schutz
Keyword(s):  
Standardized Test ◽  
Basic Skills ◽  
Instructional Program ◽  
Test Results ◽  
School Students ◽  
Program Evaluations ◽  
Measuring Achievement ◽  
Standardized Achievement Tests ◽  
Basic Skills Program ◽  
Standardized Test Results

Standardized achievement tests continue to be used as the primary criterion measures in the evaluation of basic skills programs despite explicit recommendations against this practice by many testing and evaluation experts. A major issue behind this criticism is examined in this comparative study of three types of tests. These tests represent three points on a content validity continuum which references their correspondence to the instructional program being evaluated. Data are examined on these tests at two levels in eight groups of elementary school students receiving instruction on various basic skills. The results show why and how standardized tests provide different information from other tests that are more closely matched to program instruction. They also show why out-of-level standardized test results often correspond more closely to the results of instructionally referenced tests as compared to at-level tests. The implications of this research for basic skill program evaluations are discussed.

Experimental projects and research: Newsletter: a means of mathematics communication

1962 ◽  
Vol 9 (4) ◽  
pp. 224-226
Author(s):  
Hyman Kavett
Keyword(s):  
New Jersey ◽  
School System ◽  
Grade Level ◽  
Basic Skills ◽  
Individualized Instruction ◽  
School Principal ◽  
Elementary Grades ◽  
The South ◽  
Exchange Of Information ◽  
Skill Building

The South Orange-Maplewood, New Jersey, school system has written courses of study for arithmetic and science in the elementary grades. Like many courses of study, they broadly outline the basic skills to be taught at any particular grade level while emphasizing the need for individualized instruction based on the needs and interests of the child. Along with sequential skill building in both arithmetic and science, the teachers are encouraged to enrich their programs. This leads to a varied, rich curriculum which follows a definite instructional pattern and yet reflects the interests of the children and teacher. Enrichment activities taking place in individual classrooms are made known throughout the school system by means of a newsletter. This publication, edited by Mr. W. Edward Young, Tuscan School principal, is distributed to all the principals and teachers. It permits an exchange of information among the teachers, an interschool exchange of equipment, and it serves as an excellent forum for the exhibition of interests, activities, and skills.

Trains, Buses, and Basic Skills: Learning in—and from—a Union Education Program for Transit Workers

2021 ◽  
Vol 46 (1) ◽  
pp. 75-85
Author(s):  
Paul J. Jurmo
Keyword(s):  
New York ◽  
New York City ◽  
Basic Skills ◽  
Work Related ◽  
Worker Education ◽  
History Of ◽  
Skills Learning ◽  
Basic Skills Program ◽  
Union Education

This article begins with a brief history of two decades of U.S. workplace basic skills efforts that laid a foundation of goals, content, policies, and practices for subsequent worker education programs. It then draws on program records to present a case study of a work-related basic skills program in the New York City public transit workers’ union in the early 2000s. It describes why and how the program was begun, learners served, jobs focused on, stakeholders involved, practices used, and shorter and longer term results. It concludes with reflections on how stakeholders can use worker education to serve workers, their families and communities, employers, and unions while supporting economic and societal renewal.

Effect of Teacher Training Sessions on Listener Perception of Voice Disorders

1985 ◽  
Vol 16 (1) ◽  
pp. 25-28 ◽  
Author(s):  
Nicholas J. DeGregorio ◽  
Nancy Gross Polow
Keyword(s):  
Teacher Training ◽  
School System ◽  
Voice Disorders ◽  
Future Research ◽  
Speech Language Pathologists ◽  
Speech Language Pathologist ◽  
Bergen County ◽  
Experimental Group

The present study was designed to investigate the effect of teacher training sessions on listener perception of voice disorders. Three ASHA certified speech-language pathologists provided the criteria mean. Thirty randomly selected teachers from a Bergen County school system, randomly placed into two groups, served as subjects. The experimental group received three training sessions on consecutive weeks. Three weeks after the end of training, both groups were given a posttest. Listener perception scores were significantly higher for the experimental group. The implications of these results for in-service workshops, teacher/speech-language pathologist interaction and future research are discussed.

Speech Therapy Services in a Large School System: A Six-Year Overview

1976 ◽  
Vol 7 (4) ◽  
pp. 207-219 ◽  
Author(s):  
Constance P. DesRoches
Keyword(s):  
School System ◽  
Speech Therapy ◽  
Factors Affecting ◽  
Case Load ◽  
Number Of Children ◽  
School Population ◽  
System A ◽  
Therapy Services ◽  
And Shifts ◽  
Selection Factors

A statistical review provides analysis of four years of speech therapy services of a suburban school system which can be used for comparison with other school system programs. Included are data on the percentages of the school population enrolled in therapy, the categories of disabilities and the number of children in each category, the sex and grade-level distribution of those in therapy, and shifts in case-load selection. Factors affecting changes in case-load profiles are identified and discussed.

Students as Active Participants in Hearing Aid Maintenance

1992 ◽  
Vol 23 (3) ◽  
pp. 208-213 ◽  
Author(s):  
Marsha Lipscomb ◽  
Peggy Von Almen ◽  
James C. Blair
Keyword(s):  
Inner City ◽  
Hearing Aids ◽  
School System ◽  
Regular Education ◽  
Hearing Aid ◽  
Hearing Impairments ◽  
City School

Twenty students between the ages of 6 and 19 years who were receiving services for students with hearing impairments in a metropolitan, inner-city school system were trained to monitor their own hearing aids. This study investigated the effect of this training on the percentage of students who wore functional hearing aids. Ten of the students received fewer than 3 hours of instruction per day in the regular education setting and generally had hearing losses in the severe to profound range. The remaining 10 students received greater than 3 hours of instruction per day in the regular education setting and had hearing losses in the moderate to severe range. The findings indicated improved hearing aid function when students were actively involved in hearing aid maintenance programs. Recommendations are made concerning hearing aid maintenance in the schools.

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