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based on deep concern. for the total welfar:e· and
ual development of each child
.5. Many warm, respon-g.
aJI~L.iJ·I;:.U, 1CO".llJ(A~"J1L·"'''1·'-'. professional in the
word, child-centered, intellectually honest,
('. ~ ~~ >./Q¥'l1l,"'I'm management.
Seven, seven elementary are recommended to be
closed of whether further desegregation is implemented.
With the closing shifting of pupils, attention can
to achieving better racial balance in the schools af-facility
inadequacy and not the need de-se!:
rre:f!atlOU is the compelling reason for abandonment.
Eight, the school system has an efficient, well-managed
transportation .system capable of handling the increased task of
pupil transportation which would result in the implementation
of plans for further school desegregation.
Nine, actions were initiated by administrative and teaching
staff, fonowing the desegregation of the junior and senior high
schools, to meet the social and psychological as well as academic
needs of youth. These actions include: (1) human relations
workshops to provide teachers with better understanding of
pupil needs and with practical suggestions for improving
human relationshipst (2) Project Contact which provides for
junior high school teachers and pupils to visit in homes of incoming
pupils to provide academic and social guidance, and (3)
Parent Advisory Committees which work closely with school
personnel. r:l"'hese and other actions which n1ight be cited show
that the school personnel already has a wealth of experience in
activities that would need to be extended if further desegregation
of the elementary schools is to be accomplished.
{;I{ADJ<: OUGANIZATION
AND FUltTHEH IJESEGHEGATION
Prior in the Fort Wayne Community Schools
has largely followed organizational being re-stricted
primarily to the senior high school and junior high
school Grade organization, therefore, is one important
consideration in designing for further
tion.. Specificany~ one in bringing a significant number of
elemenbu'y school pupils into desegregated schools
wou1d be to move some of the elementary school grades into a
middle school l)attern. in turn~ would shift the 9th grade
2Ht
Object Description
| Title | Fort Wayne community schools: a survey report |
| Creator | George Peabody College for Teachers. Office of Educational Services |
| Topic | Education |
| Subject |
Schools--Indiana--Fort Wayne School integration--Indiana--Fort Wayne |
| Geographical Coverage | Fort Wayne, Indiana |
| Date of Original | 1975 |
| Time Period | 1900-1999 |
| Source | Print version: George Peabody College for Teachers. Office of Educational Services. Fort Wayne community schools: a survey report. (Nashville, Tenn.: Office of Educational Services, George Peabody College for Teachers, 1975), 338 p. |
| Additional Availability | Print version might be available at IPFW Helmke Library. See online catalog. |
| Rights | Copyright Indiana University-Purdue University Fort Wayne, 2006- . All rights reserved. May not be reproduced without permission. For information regarding reproduction and use see: http://cdm16776.contentdm.oclc.org/cdm/about/collection/p16776coll1/ |
| Date Digitally Created | April 17 2012 |
| Digital Publisher | Walter E. Helmke Library, Indiana University-Purdue University Fort Wayne |
| Digitization Specifications | This pdf file was derived from black and white 400 dpi, 1-bit and color 300 dpi, 24-bit uncompressed TIFF images that were scanned from the originals using a Konica Minolta PS5000C scanner with Adobe Acrobat 8.0 Professional scanning software. |
| Content Type | Text |
| Digital Format | text/pdf |
| Collection | Fort Wayne Area Government Information |
| Identifier | 30000101350159 |
| File Name | 30000101350159.pdf |
Description
| Title | Page 233 |
| Transcript | based on deep concern. for the total welfar:e· and ual development of each child .5. Many warm, respon-g. aJI~L.iJ·I;:.U, 1CO".llJ(A~"J1L·"'''1·'-'. professional in the word, child-centered, intellectually honest, ('. ~ ~~ >./Q¥'l1l,"'I'm management. Seven, seven elementary are recommended to be closed of whether further desegregation is implemented. With the closing shifting of pupils, attention can to achieving better racial balance in the schools af-facility inadequacy and not the need de-se!: rre:f!atlOU is the compelling reason for abandonment. Eight, the school system has an efficient, well-managed transportation .system capable of handling the increased task of pupil transportation which would result in the implementation of plans for further school desegregation. Nine, actions were initiated by administrative and teaching staff, fonowing the desegregation of the junior and senior high schools, to meet the social and psychological as well as academic needs of youth. These actions include: (1) human relations workshops to provide teachers with better understanding of pupil needs and with practical suggestions for improving human relationshipst (2) Project Contact which provides for junior high school teachers and pupils to visit in homes of incoming pupils to provide academic and social guidance, and (3) Parent Advisory Committees which work closely with school personnel. r:l"'hese and other actions which n1ight be cited show that the school personnel already has a wealth of experience in activities that would need to be extended if further desegregation of the elementary schools is to be accomplished. {;I{ADJ<: OUGANIZATION AND FUltTHEH IJESEGHEGATION Prior in the Fort Wayne Community Schools has largely followed organizational being re-stricted primarily to the senior high school and junior high school Grade organization, therefore, is one important consideration in designing for further tion.. Specificany~ one in bringing a significant number of elemenbu'y school pupils into desegregated schools wou1d be to move some of the elementary school grades into a middle school l)attern. in turn~ would shift the 9th grade 2Ht |
