Prekindergarten Program Process Evaluation Report, 1989-90.

Autor/inn/en	Claus, Richard N.; Quimper, Barry E.
Institution	Saginaw Public Schools, MI. Dept. of Evaluation Services.
Titel	Prekindergarten Program Process Evaluation Report, 1989-90.
Quelle	(1990), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Check Lists; Classroom Observation Techniques; Cognitive Development; Compensatory Education; Formative Evaluation; High Risk Students; Language Acquisition; Parent Participation; Preschool Children; Preschool Education; Program Effectiveness; Program Evaluation; Program Improvement; Psychomotor Skills; Public Schools; School Readiness; Teaching Methods + Suchen Sie Ihr Suchwort? Checkliste; Kognitive Entwicklung; Kompensatorischer Unterricht; Problemschüler; Sprachaneignung; Spracherwerb; Elternmitwirkung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Psychomotorische Aktivität; Public school; Öffentliche Schule; Readiness for school; School ability; Schulreife; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	During the first half of the 1989-90 school year, the Chapter 1 Prekindergarten program of the Saginaw, Michigan school district screened 421 children and served 377. Process evaluation activities consisted of an on-site, half-day classroom observation of each of the 13 prekindergarten teachers' classrooms. The observation instrument focused on cognitive and psychomotor activities, parent participation and education activities, and language development and scheduling activities in the classrooms. Observations revealed that: (1) with the exception of the activities of grouping and regrouping, activities to meet daily objectives were taking place in all classrooms; (2) a record of parent participation was being maintained in all classrooms; (3) labels were posted on objects in the classrooms to assist in word recognition; (4) teachers were employing language production and enhancement techniques, but with wide variation in frequency; and (5) methods used to schedule free play varied widely. Overall, the program is operating as planned, though some areas of operation could be improved. Appendices provide a list of participants, an activity observation checklist and key, an associated language observation instrument, and data on teachers' use of language production and enhancement techniques. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC