Sociocultural and Educational Assumptions in Follow Through Programs: A Need for Pragmatic Integration.

Autor/in	Garza, Raymond T.
Institution	California Univ., Riverside.
Titel	Sociocultural and Educational Assumptions in Follow Through Programs: A Need for Pragmatic Integration.
Quelle	(1981), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Academic Achievement; Cultural Differences; Cultural Pluralism; Democracy; Disadvantaged Youth; Early Childhood Education; Educational Objectives; Educational Philosophy; Educational Responsibility; Ethnic Groups; Ethnocentrism; Minority Groups + Suchen Sie Ihr Suchwort? Schulleistung; Kultureller Unterschied; Kulturpluralismus; Demokratie; Benachteiligter Jugendlicher; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Erziehungsverantwortung; Ethnie; Ethnozentrismus; Ethnische Minderheit
Abstract	This examination addresses sociocultural, educational, and psychological implications for the planning and implementation of large-scale educational interventions such as Project Follow Through. The first part of the paper provides an overview of issues related to the educational plight of economically disadvantaged children. Particular attention is given to the notion of cultural diversity and its educational implications. The latter portion of the paper consists of a critical analysis of the theoretical assumptions of Follow Through programs implemented during the past decade. These programs are classified according to four approaches: behavior modification, cognitive growth, personal growth, and sociocultural and bilingual/bicultural. Specific recommendations for overcoming the theoretical limitations of these previous programs are presented. Emphasis is placed on acknowledging racial and ethnic differences rather than stressing conformity. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC