Arizona Center for Early Childhood Education. Final Report, 1966

Autor/inn/en	Henderson, Ronald W.; und weitere
Institution	Arizona Univ., Tucson. Arizona Center for Early Childhood Education.
Titel	Arizona Center for Early Childhood Education. Final Report, 1966 - 1972.
Quelle	(1972), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Compensatory Education; Cultural Pluralism; Disadvantaged; Disadvantaged Youth; Dropout Rate; Early Childhood Education; Educationally Disadvantaged; Environmental Influences; Ethnic Stereotypes; Intellectual Development; Intervention; Learning Processes; Learning Readiness; Low Achievement; Mexican Americans; Minority Group Children; Parent Participation; Reading Readiness; Role Models; Social Reinforcement; Socialization; Teaching Models + Suchen Sie Ihr Suchwort? Kompensatorischer Unterricht; Kulturpluralismus; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Environmental influence; Umwelteinfluss; National stereotype; Nationales Stereotyp; Mental development; Geistige Entwicklung; Learning process; Lernprozess; Lernbereitschaft; Unterdurchschnittliche Leistung; Hispanoamerikaner; Elternmitwirkung; Reading rate; Reading speed; Lesegeschwindigkeit; Identifikationsfigur; Socialisation; Sozialisation; Lehrmodell
Abstract	The history and accomplishments of the Arizona Center for Early Childhood Education from its founding in 1966, as a component of the National Laboratory on Early Childhood Education, to its reorganization in 1972, as the Arizona Center for Educational Research and Development, are presented. The Arizona Center originated with a commitment to the systematic analysis, continued development, validation and modification of a new, existing program. The Tucson Early Education Model was a 3-year program on the intellectual development of young Mexican-American children, conducted in response to a high rate of school dropouts. A new educational program was evolved and gradually implemented in 68 classrooms, grades 1-3, in eight Tucson public schools. Four instructional goal areas were emphasized: (1) language development, (2) intellectual base, (3) motivational base, and (4) societal arts and skills. Initial research efforts of the Arizona Center attempted to study the effects of basic learning variables associated with the Tucson Early Education Model, such as modeling and discrimination. These studies later led to a formalized program of research, comprising three basic areas of study: (1) intellectual skills, (2) environmental influences, and (3) instructional methods and techniques. In the area of intellectual skills, sequential memory ability was shown to be influenced by stimuli grouping. In the environmental area, influences of socialization on intellectual performance were investigated. The concluding section, on research-practice interaction, covers curriculum evaluation, open classrooms, parent child training and models for educational decision making. (BF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC