Literaturnachweis - Detailanzeige
| Autor/inn/en | Stallings, Jane A.; Kaskowitz, David H. |
|---|---|
| Institution | Stanford Research Inst., Menlo Park, CA. |
| Titel | Follow Through Classroom Observation Evaluation 1972-1973. SRI Project URU-7370. |
| Quelle | (1974), (607 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Affective Behavior; Child Development; Classroom Observation Techniques; Classroom Research; Comparative Analysis; Data Analysis; Educational Innovation; Elementary Education; Evaluation; Federal Programs; Intervention; Locus of Control; Models; Poverty; Program Effectiveness; Teacher Education; Test Reliability |
| Abstract | This fourth report of Follow Through Classroom Observation data, collected in Spring 1973 from 37 sites representing seven sponsors who participated in the planned variation studies, focuses upon the question of whether sponsors can deliver their educational systems to diverse kinds of communities. It is a study of the effects of training classroom personnel to use specific procedures in the classroom. The procedural specifications of the sponsors include the physical arrangement of the classroom, utilization of prescribed curricula, and interactions with children. A secondary analysis examines the relationships between educational processes and child outcomes. Substantial data and detailed descriptions of the procedures implemented explain and support the results. Most first and third grade teachers conformed to instructional procedures as specified by the sponsors. Time spent in reading and math and a high rate of drill, practice, and praise contributed to higher reading and math scores. Lower absence rates, higher scores on a nonverbal problem-solving test of reasoning is attributed in part to more open and flexible instructional approaches. The seven Follow Through models considered are seen as bringing different strengths to their pupils, and each is bringing advantages not usually found in traditional classrooms. (RC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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