ASSESSMENT OF RURAL MEXICAN-AMERICAN PUPILS, PRESCHOOL AND GRADES ONE THROUGH TWELVE, WASCO, CALIFORNIA.

Autor/inn/en	CUMMINS, EMERY J.; PALOMARES, UVALDO H.
Institution	California State Dept. of Education, Sacramento.
Titel	ASSESSMENT OF RURAL MEXICAN-AMERICAN PUPILS, PRESCHOOL AND GRADES ONE THROUGH TWELVE, WASCO, CALIFORNIA.
Quelle	(1968), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Bilingual Students; Curriculum Evaluation; Educational Methods; Elementary Education; Inservice Teacher Education; Intelligence Tests; Kindergarten Children; Maturity (Individuals); Maturity Tests; Measurement; Mexican Americans; Perception Tests; Perceptual Motor Learning; Personality Measures; Preschool Children; Preservice Teacher Education; Rural Areas; Secondary Education; Testing + Suchen Sie Ihr Suchwort? Schulleistung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Educational method; Erziehungsmethode; Elementarunterricht; Lehrerfortbildung; Intelligence test; Intelligenztest; Reifung; Abitur; Reifeprüfung; Messverfahren; Hispanoamerikaner; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lehramtsstudiengang; Lehrerausbildung; Rural area; Ländlicher Raum; Sekundarbereich; Testdurchführung; Testen
Abstract	MEXICAN-AMERICAN STUDENTS FROM 13 GRADE LEVELS WITHIN THE WASCO, CALIFORNIA, PUBLIC SCHOOLS WERE TESTED IN MARCH, 1967, AS PART OF AN EVALUATION OF STRENGTHS AND WEAKNESSES OF RURAL MEXICAN-AMERICAN STUDENTS IN CALIFORNIA. ANALYSIS OF TEST RESULTS REVEALED THAT MEXICAN-AMERICAN STUDENTS FELL PROGRESSIVELY BEHIND IN PERCEPTUAL MOTOR DEVELOPMENT--A DEFICIT ATTRIBUTED TO BOTH HOME AND SCHOOL ENVIRONMENTS. LOW SELF-CONCEPT SCORES AND ABOVE-NORMAL SOCIAL MATURITY SCORES MAY HAVE REFLECTED THE DEMANDS OF 2 CULTURES ON THE MEXICAN-AMERICAN STUDENT. ACADEMIC ACHIEVEMENT PROGRESSIVELY DECLINED, POSSIBLY AS A RESULT OF THE DE-EMPHASIZING OF INDIVIDUALIZED INSTRUCTION AND THE ABSTRACTION DEMANDS MADE ON MEXICAN-AMERICAN STUDENTS BY MATERIALS GEARED TO MIDDLE-CLASS NORMS. TABLES SHOW WHICH TESTS WERE GIVEN TO WHICH GRADE LEVELS, AGE-GRADE RELATIONSHIPS, AND RESULTS BY INDIVIDUAL TEST. RELATED DOCUMENTS ARE RC 002 539 AND RC 001 775. (JEH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC