Prekindergarten Program Process Evaluation Report, 1992-93.

Autor/inn/en	Claus, Richard N.; Quimper, Barry E.
Institution	Saginaw Public Schools, MI. Dept. of Evaluation Services.
Titel	Prekindergarten Program Process Evaluation Report, 1992-93.
Quelle	(1992), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Check Lists; Classroom Observation Techniques; Cognitive Development; Compensatory Education; Emotional Development; Formative Evaluation; High Risk Students; Language Skills; Parent Participation; Play; Preschool Children; Preschool Education; Program Effectiveness; Program Evaluation; Program Improvement; Psychomotor Skills; School Readiness + Suchen Sie Ihr Suchwort? Checkliste; Kognitive Entwicklung; Kompensatorischer Unterricht; Gefühlsbildung; Problemschüler; Language skill; Sprachkompetenz; Elternmitwirkung; Spiel; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Psychomotorische Aktivität; Readiness for school; School ability; Schulreife
Abstract	By December of the 1992-93 school year, 433 children were being served by the Chapter 1 Prekindergarten Program of the Saginaw, Michigan school district. A process evaluation was conducted to monitor the program and assess whether the program was being implemented as planned. The process evaluation consisted of a half-day classroom observation in 14 classrooms. An activity checklist and observation instrument were used to determine whether cognitive, psychomotor, parent participation, and education activities were being carried out and to explore classroom practices and teacher behaviors for encouraging pupils' language behavior. Observations revealed that: (1) activities to meet the program's daily objectives took place in all classrooms; (2) a record of parent participation was maintained in all classrooms; (3) labels were posted on objects throughout the classrooms to assist in word recognition; and (4) teachers used language production and enhancement techniques. Overall, the program was operating as planned. Suggestions for improving some areas of the program are offered. Appendixes include a list of program participants, copies of the activity checklist and observation instrument, and a table listing teachers' use of language production and enhancement techniques. (MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC