Literaturnachweis - Detailanzeige
| Autor/in | Schlessman-Frost, Amy |
|---|---|
| Titel | Follow Through's Impact on Families and in Communities: Evaluation Findings and Parents' Perspectives. Roundtable Summary. |
| Quelle | (1993), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Child Development; Cognitive Development; Disadvantaged Youth; Early Childhood Education; Lower Class Students; Parent Participation; Program Effectiveness; Transitional Programs; Young Children |
| Abstract | This paper discusses the impact of Follow Through, a comprehensive program for low-income children in grades 1-3 and their parents previously enrolled in Head Start programs. The program was designed to help families make the transition from preschool to early elementary school. The paper notes that the longevity of Follow Through (over 25 years) is a unique aspect of the program and that working with Head Start children and parents provides a continuity and firm base which facilitates Follow Through's success. The paper also highlights some of the evaluative comments on projects representing varying Follow Through models. Parents in the Cognitive Enrichment Program (COGNET) reported that the program helped them better understand their children. Evaluation also showed that there were differences between parents involved in COGNET and those not involved. Differences were noted in how parents helped children with problems and what kinds of learning situations children experienced. The Cultural Linguistic Approach published a handbook on parent involvement. Evaluation of the Direct Instruction Model showed that parents felt that their children were receiving better academic instruction than students in any other approach. Contains 10 references. (JW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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