Michigan Early Childhood Education Preschool Program Process Evaluation Report, 1990-91.

Autor/inn/en	Claus, Richard N.; Quimper, Barry E.
Institution	Saginaw Public Schools, MI. Dept. of Evaluation Services.
Titel	Michigan Early Childhood Education Preschool Program Process Evaluation Report, 1990-91.
Quelle	(1991), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Check Lists; Classroom Observation Techniques; Compensatory Education; Formative Evaluation; High Risk Students; Individual Development; Inner City; Language Acquisition; Parent Participation; Preschool Education; Program Effectiveness; Program Evaluation; Program Improvement; School Readiness; State Programs; Urban Youth + Suchen Sie Ihr Suchwort? Checkliste; Kompensatorischer Unterricht; Problemschüler; Individuelle Entwicklung; Sprachaneignung; Spracherwerb; Elternmitwirkung; Pre-school education; Vorschulerziehung; Programme evaluation; Programmevaluation; Readiness for school; School ability; Schulreife; Regierungsprogramm; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend
Abstract	This document reports the findings of the 1990-91 process evaluation of the Saginaw, Michigan Early Childhood Education Preschool (MECEP) program for 4-year-olds at risk of academic failure. As of January 18, 1991, a total of 285 pupils were participating in the program at 8 sites. The overall goal of the program is to provide 4-year-olds with an environment that will enable them to develop school readiness skills. Program component areas focus on children's cognitive, psychomotor, and affective development; parent participation and education; curriculum; staff development; and community collaboration and participation. Evaluators used the MECEP Program Activity Observation Checklist and Associated Language Observation Instrument. Observations were intended to: (1) determine whether program activities related directly to children's cognitive, psychomotor, and affective development and to parent participation and education product objectives; and (2) assess preschool teachers' labeling of objects and use of language production and enhancement techniques. Data indicated that the program was operating as planned, but that certain areas could be improved. Appendices provide an enumeration of participants by site, charts of program objectives and methods used in evaluation; a MECEP preschool activities observation checklist; and counts of teachers' use of language production and enhancement techniques. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC