PEP in the Frick Elementary School: Interim Evaluation Report 1969-1970.

Autor/inn/en	Wang, Margaret C.; und weitere
Institution	Pittsburgh Univ., PA. Learning Research and Development Center.
Titel	PEP in the Frick Elementary School: Interim Evaluation Report 1969-1970.
Quelle	(1974), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Classification; Disadvantaged Youth; Educational Research; Experimental Programs; Individualized Instruction; Mathematics; Perceptual Motor Learning; Predictor Variables; Preschool Education; Primary Education; Program Evaluation; Reading; Standardized Tests; Tables (Data) + Suchen Sie Ihr Suchwort? Schulleistung; Classification system; Klassifikation; Klassifikationssystem; Benachteiligter Jugendlicher; Bildungsforschung; Pädagogische Forschung; Erprobungsprogramm; Individualisierender Unterricht; Mathematik; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Prädiktor; Pre-school education; Vorschulerziehung; Primarbereich; Programme evaluation; Programmevaluation; Leseprozess; Lesen; Standadised tests; Standardisierter Test; Tabelle
Abstract	This book presents the evaluation of a Primary Education Project (PEP) which focused on the development and evaluation of a model of individualized education for young children. The socioeconomic background of the participating students (primarily economically disadvantaged children attending an inner-city school) is described. The PEP 1969-1970 program included prekindergarten, kindergarten, and first grade classes. The curriculum for each grade level, described briefly, indicates four main areas: mathematics, classification, perceptual-motor skills, and reading. The PEP testing program, designed to assess and monitor student learning progress, includes a placement and diagnostic pre- and posttest battery. Data concerning student learning outcomes are presented. In addition, comparisons are made among various PEP groups and between PEP and non-PEP classes. Also examined are the relationship between achievement and some possible predictors of learning success and the relationship between performance on the PEP curricula and on standardized tests. The results suggest that children in the program, on the average, are mastering the curriculum objectives developed for them. (SDH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC