Davis, P. 1981e

Davis, Patricia M. 1981e. "The program as it relates to the teacher." In Larson, M. and Davis 1981. (Spanish version by Davis, P. 1979e.)

Describes problems, solutions, and conclusions regarding groups who form communities for the purpose of starting a school, yet have no continuous contact with the outside world. Selection and support of bilingual teachers were probably the most important factors that contributed to the success of Peru's bilingual schools. In isolated areas, teachers' roles become very complex. They had many more responsibilities than their counterparts had in specialized societies. Administrators need to understand the factors and pressures that affect teacher selection and training and their effect on community and family relations. They need to balance these factors so all people can function comfortably. Draws the following conclusions regarding activities:

• Study traditional family patterns and prepare families for potential problems
• Orient teacher to consider family needs in scheduling their workload; encourage intrafamily ethical support
• Orient wife to new knowledge
• Enable wife to accompany teacher-spouse to training courses, to receive training for self-identified needs, and to receive official recognition for contributions to husband's success

• Bibliography module: Davis, P. 1981e
• In overview module: Bibliography (Literacy): D
• In modular book: Bibliography (Literacy), by Doris Gallemore, Trudi C. Hunt, Jeanne Swanson, and Stephen L. Walter
• In document collection: Reference materials
• In bookshelf: Literacy

This page is an extract from the LinguaLinks Library, Version 4.0, published on CD-ROM by SIL International, 1999. [Ordering information.]

Page content last modified: 28 June 1999

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