Final Evaluation Report of the 1970-1971 Group C-Kindergarten Education Programs, Districts Number 4, 5, 9, 27. ESEA Title I.

Autor/inn/en	Bertoldi, Arthur; Duphiney, Lorna
Institution	Teaching and Learning Research Corp., New York, NY.
Titel	Final Evaluation Report of the 1970-1971 Group C-Kindergarten Education Programs, Districts Number 4, 5, 9, 27. ESEA Title I.
Quelle	(1971), (98 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Communication Skills; Compensatory Education; Individual Development; Individualized Instruction; Kindergarten; Paraprofessional School Personnel; Preschool Teachers; Program Evaluation; Reading Readiness; Self Esteem; Teacher Aides; New York (New York) + Suchen Sie Ihr Suchwort? Schulleistung; Kommunikationsstil; Kompensatorischer Unterricht; Individuelle Entwicklung; Individualisierender Unterricht; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Reading rate; Reading speed; Lesegeschwindigkeit; Self-esteem; Selbstaufmerksamkeit; Handreichung; Lehrerhilfe
Abstract	A differentiated staffing model involving the use of adult educational assistants to work with the kindergarten teacher and children within the classroom was utilized as the experimental concept for an Early Childhood project funded under Title I of the 1965 Elementary Secondary Education Act in the 1970-71 school year. The primary purpose of the program was to assign educational assistants to help the kindergarten classroom teacher and to provide services for the children. The kindergarten educational assistants were assigned to work six hours a day, three hours in the morning and three in the afternoon. It was thought that the added adult would make it possible to provide individualized instruction within the classroom. The adult would assist the teacher in developing improved attitudes, skills, and habits in accordance with specific objectives established by the teacher and group. As part of the project, services were also provided for the nutritional (lunch), emotional, and social needs of the program. The objectives for this project were established to accomplish: (1) Readiness for Reading in First Grade; (2) Listening and Speaking Skills for First Grade; (3) Beginning Reading for Individuals; (4) Personal Experiences; (5) Increased Self-Worth; (6) Social, Emotional, and Physical Growth; and, (7) Scholastic Achievement. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC