How Can Summer Schools Enrich and/or Accelerate Student Progress?
Identifieur interne : 000628 ( Istex/Corpus ); précédent : 000627; suivant : 000629How Can Summer Schools Enrich and/or Accelerate Student Progress?
Auteurs : Thomas A. Aquila ; John A. Venable ; Wesley L. BrownSource :
- NASSP Bulletin [ 0192-6365 ] ; 1961-04.
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DOI: 10.1177/019263656104526418
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CA</publisher-loc></publisher></journal-meta><article-meta><article-id pub-id-type="doi">10.1177/019263656104526418</article-id><article-id pub-id-type="publisher-id">10.1177_019263656104526418</article-id><article-categories><subj-group subj-group-type="heading"><subject>Articles</subject></subj-group></article-categories><title-group><article-title>How Can Summer Schools Enrich and/or Accelerate Student Progress?</article-title></title-group><contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Aquila</surname><given-names>Thomas A.</given-names></name><aff>North Haven High School, North Haven, Connecticut</aff></contrib></contrib-group><contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Venable</surname><given-names>John A.</given-names></name><aff>John Muir High School, 1905 Lincoln Avenue, Pasadena, California</aff></contrib></contrib-group><contrib-group><contrib contrib-type="author" xlink:type="simple"><name name-style="western"><surname>Brown</surname><given-names>Wesley L.</given-names></name><aff>New Trier Township High School, Winnetka, Illinois</aff></contrib></contrib-group><pub-date pub-type="ppub"><month>04</month><year>1961</year></pub-date><volume>45</volume><issue>264</issue><fpage>85</fpage><lpage>90</lpage><custom-meta-wrap><custom-meta xlink:type="simple"><meta-name>sagemeta-type</meta-name><meta-value>Other</meta-value></custom-meta><custom-meta xlink:type="simple"><meta-name>search-text</meta-name><meta-value>85 Part IHow Can Summer Schools Enrich and/or Accelerate Student Progress? SAGE Publications, Inc.1961DOI: 10.1177/019263656104526418 Thomas A.Aquila North Haven High School, North Haven, Connecticut John A.Venable John Muir High School, 1905 Lincoln Avenue, Pasadena, California Wesley L.Brown New Trier Township High School, Winnetka, Illinois CHAIRMAN: John D. Richmond, Principal, High School, Martinsville, Virginia INTERROGATORS: John J. Condon, Principal, Porter Junior High School, Syracuse, New York; and Coordinator, Summer High Schools, Syracuse Public Schools W. Ardell Haines, Principal, Allegany High School, Cumberland, Maryland STUDENT progress may be enriched and/or accelerated by first kJTUDENT progress may be enriched and/or accelerated by nrst adopting a philosophical commitment for an undertaking that calls for a program of such quality as to provide instruction in accordance with varying pupil abilities and interests. For example, an integral part of the Yale Master of Arts in Teaching program was its summer high-school operation for certification of prospective teachers. Although this project was centered primarily on internship, its allied function of offering superior learning experiences to all pupils was not relegated to a subordinate role. Yale and North Haven, in the interest of good teaching were primarily concerned with what to teach as well as how to teach these students. Consequently, one essential philosophical commitment was concern for an over-all summer-school program of sufflcient quality and flexibility that would meet the challenges offered by all levels of intelligence. To give body to this ideal, it was first necessary to find students for interns to teach. A six-week summer school was offered to seventh- through twelfth-grade pupils from all fifteen towns surrounding the Yale community. Prospective students were informed of the following conditions : (1) classes were to be held from 8:30 to 12:00 daily for all students ; (2) everyone was to register for four courses, two in academic areas and two in the fine arts, and each course would be fifty minutes in length; (3) no marks or credit were to be given for summer work; (4) homework was to be expected; and (5) tuition would be $35, plus transportation. The response to this announcement was overwhelming. Accepted on a "first-come first-serve" basis, better than 400 pupils from forty-three public schools and sixteen private schools registered by May 1. Intelli- 9686 gent quotients ranged from low 80's to 140-150 with an over-all average between 105-110. There were almost as many boys as girls. Several pupils had case histories of poor citizenship and others were school leaders during the regular school year. We had our conformists, and nonconformists, our diligent scholars, our procrastinators, our chronic com- plainers, our willing and unwilling. The only selective factor was a modest tuition. Finally, we made sound progress toward the implementation of this ideal by creating and maintaining a desirable learning atmosphere. Space will permit a brief discussion of one or two of the more successful procedures. For example, from the very beginning, there was a total faculty effort to create an image of sincere concern for the welfare and progress of every pupil. This attitude was greeted with surprise and warm enthusiasm by the student body. It proved to be a seedbed for goodwill, trust, and confidence which led to the development of teacher-pupil morale of such proportions that both groups worked harmoniously toward the same educational goals with a minimum of difficulty. Further, in addition to utilizing a variety of means to learn the personal histories and academic profiles of their pupils, the teachers sought to teach each class as though it was composed of individuals. Personalized instruction of this caliber required more preparation, demanded more imaginative materials and methods. Consequently, another rewarding procedure was to select creative approaches to teaching, which in turn were closely dependent upon utilizing the latest curriculum developments, of which there are many, in mathematics, languages, science, history, and English. Student opinion of the summer school was very high, many claiming it was fun; but, more important, they believed the program taught them to think. During the last week of school, all pupils were given evaluation sheets which requested their rating of master teachers, interns, materials, methods, and content. To facilitate scoring, students were instructed to measure their summer experience against three levels-very satisfactory, satisfactory, and unsatisfactory. Better than 97 per cent rated their summer school as very satisfactory. Many pupils backed up their enthusiasm with requests to register for the following summer classes. A FEW years ago, summer school in most communities was an opportunity provided for negligent or indifferent students to "atone for their sins" by making up work missed by attending a summer session. Under these conditions, summer school was not the most popular phase of our 9787 educational program. In Pasadena the summer school of 1960 was a vastly different program, enrolling approximately half of all of our regular high-school students. While some students were making up deficiencies, a majority were taking courses for the purpose of broadening and deepening their high-school experiences or were engaged in advanced studies. When the emphasis was shifted from a remedial to an enrichment program, enrollment began to climb. In 1955 and again in 1956, slightly more than 600 students were enrolled in the secondary summer-school program in Pasadena. In 1957, with the emphasis on mathematics and science and enrichment of the high-school curriculum, there was a jump from 600 to 1,590 enrollees. Due primarily to the leadership of the new superintendent in Pasadena, Dr. Robert E. Jenkins, and the "big push" for "excellence in education," more than 2,000 enrolled for the 1958 program. Enrollments have continued to climb; last summer 2,847 secondary-school students attended summer school. In addition to a very comprehensive secondary-school program, Pasadena also maintains a limited elementary summer-school program. Beginning as an opportunity offered at one senior high school, summer school is now offered in all of the junior and senior high schools in Pasadena. In addition to a number of remedial courses in the basic areas, 48 other courses in many different areas are offered in a single high school. Among the basic principles of operation of the high-school summer program in Pasadena are the following: 1. Summer sessions last for six weeks for remedial courses and eight weeks for enrichment courses. 2. Any course in the curriculum may be offered if there is sufficient demand. 3. Classes meet from 8:00 A.M. to NOON only. 4. Only those students are admitted to the summer session who reside in the district. 5. Teachers are employed on an hourly basis and are currently paid at the rate of $6.00 per hour. From our experience in Pasadena, we urge districts considering an expansion of the summer-school program to accelerate and enrich student progress to consider the following criteria: 1. The purposes of the summer school are clearly defined in relationship to the total educational program. 2. The summer school program is carefully planned to meet the needs of the community it will serve. 3. The work of the school district, formerly performed during the summer vacation, such as extensive gardening, renovating and remodeling of school buildings, is so arranged that the summer-school program is not subject to more interruption than any other segment of the total educational program. 9888 4. If needed, the complete range of district facilities and services, such as guidance and testing, is available during the summer. 5. Student enrollment is voluntary. 6. The best standards with respect to class size are observed. 7. The program has adequate financial support. 8. Summer-school teachers should be selected with the same care as in the regular program. In Pasadena, a continuous program of evaluation by parents, students and teachers is conducted. These two brief excerpts from teachers' reports seem to be of special interest: The greatest strength of the entire summer session is its ability to offer students an extension of the course of study and a contact with those areas in which they have both an interest and curiosity. The attendance procedures and the emphasis upon students being privileged to attend presents a most delightful atmosphere for the teacher. o </meta-value> </custom-meta></custom-meta-wrap></article-meta></front></article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>How Can Summer Schools Enrich and/or Accelerate Student Progress?</title></titleInfo><titleInfo type="alternative" lang="en" contentType="CDATA"><title>How Can Summer Schools Enrich and/or Accelerate Student Progress?</title></titleInfo><name type="personal"><namePart type="given">Thomas A.</namePart><namePart type="family">Aquila</namePart><affiliation>North Haven High School, North Haven, Connecticut</affiliation></name><name type="personal"><namePart type="given">John A.</namePart><namePart type="family">Venable</namePart><affiliation>John Muir High School, 1905 Lincoln Avenue, Pasadena, California</affiliation></name><name type="personal"><namePart type="given">Wesley L.</namePart><namePart type="family">Brown</namePart><affiliation>New Trier Township High School, Winnetka, Illinois</affiliation></name><typeOfResource>text</typeOfResource><genre type="other" displayLabel="other"></genre><originInfo><publisher>Sage Publications</publisher><place><placeTerm type="text">Sage CA: Thousand Oaks, CA</placeTerm></place><dateIssued encoding="w3cdtf">1961-04</dateIssued><copyrightDate encoding="w3cdtf">1961</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><relatedItem type="host"><titleInfo><title>NASSP Bulletin</title></titleInfo><genre type="journal">journal</genre><identifier type="ISSN">0192-6365</identifier><identifier type="eISSN">1930-1405</identifier><identifier type="PublisherID">BUL</identifier><identifier type="PublisherID-hwp">spbul</identifier><part><date>1961</date><detail type="volume"><caption>vol.</caption><number>45</number></detail><detail type="issue"><caption>no.</caption><number>264</number></detail><extent unit="pages"><start>85</start><end>90</end></extent></part></relatedItem><identifier type="istex">8E978B81A9D93A274489E306989F85D9A085EF4E</identifier><identifier type="DOI">10.1177/019263656104526418</identifier><identifier type="ArticleID">10.1177_019263656104526418</identifier><recordInfo><recordContentSource>SAGE</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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