A Title III E.S.E.A. Project, Paterson Board of Education. Research Bulletin, Volume 1, Number 4, 1970-71.

Institution	Paterson Board of Education, NJ.
Titel	A Title III E.S.E.A. Project, Paterson Board of Education. Research Bulletin, Volume 1, Number 4, 1970-71.
Quelle	(1971), (77 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Development; Curriculum Development; Diagnostic Teaching; Disadvantaged Youth; Early Childhood Education; Economically Disadvantaged; Educational Diagnosis; Federal Programs; Kindergarten; Nongraded Instructional Grouping; Primary Education; Program Evaluation; New Jersey + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Diagnostic assessment; Diagnostisches Verfahren; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pedagogical diagnostics; Pädagogische Diagnostik; Primarbereich; Programme evaluation; Programmevaluation
Abstract	This research bulletin reports an evaluation study of the program of the Dale Avenue Early Childhood Education Center, funded under Title III of the 1965 Elementary Secondary Education Act. A pre- and post-test experimental and control design using standardized and locally developed instruments was used to evaluate the academic performance of the students in the study. Eight groups of subjects were compared: Dale Avenue experimental--kindergarten and first level; experimental performance objective record groups--kindergarten and first level; disadvantaged control groups--kindergarten and first grade; and, advantaged control groups--kindergarten and first grade. The standardized instruments used include the Peabody Picture Vocabulary Test, the Skill Assessment Tests I and II, and the Anne E. Boehm Test of Concept Formation. Locally developed instruments include the Identity and Body Parts Tests I and II, and the Performance Objectives Record. The latter is a unique device which lists specific skills to be mastered. It acts as the teacher's diagnostic pre-test and also as a post-test. The record goes along with each child to his next class. This helps the new teacher to ascertain what the child is able to do and to help him to continue at his own rate; thus, it enables her to use her own creative talents and to find the teaching method that best suits each child. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC