Ethnic Minority Perspectives on the Evaluation of Early Childhood Education Programs.

Autor/in	Rhine, W. Ray
Titel	Ethnic Minority Perspectives on the Evaluation of Early Childhood Education Programs.
Quelle	, (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	American Indians; Blacks; Childhood Needs; Cognitive Processes; Conferences; Cross Cultural Studies; Cultural Enrichment; Cultural Influences; Early Childhood Education; Educational Finance; Educational Programs; Ethnic Groups; Minority Groups; Motivation; Program Evaluation; Research; School Districts; Self Concept; Social Attitudes; Social Bias; Student Alienation; Values + Suchen Sie Ihr Suchwort? American Indian; Indianer; Black person; Schwarzer; Childhood; needs; Kindheit; Bedürfnis; Cognitive process; Kognitiver Prozess; Cultural comparison; Kulturvergleich; Cultural influence; Kultureinfluss; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Bildungsfonds; Ethnie; Ethnische Minderheit; psychologische; Motivation (psychologisch); Programme evaluation; Programmevaluation; Forschung; School district; Schulbezirk; Selbstkonzept; Social attidude; Soziale Einstellung; Wertbegriff
Abstract	Issues presented at a symposium on ethnic minority perspectives and evaluation of early childhood education are presented. Two presentations are summarized. The first, "Evaluation Research and the Education of Oppressed Minority Group Members," by Edward J. Barnes, emphasizes that the evaluation of education programs must include a look at the person in a social as well as academic context. It is stated that the exclusion of ethnic minority values from the academic scene is the cause for the school system's failure to educate ethnic minority children. The second paper, "The Implications of Cognitive Styles and Cultural Democracy for Evaluation Research," by Manuel Ramirez, states that cultures and values of minority groups in the United States, especially those of Black and Indians, have been viewed as pathological and inferior. It is also stated that the result of ignoring these cultures is the alienation of minority group children from the schools. (CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01