An Analysis of a Computerized System for Managing Curriculum Decisions and Tracking Student Progress in a Home-Based Pre-School Education Project.

Autor/inn/en	Lutz, John E.; und weitere
Titel	An Analysis of a Computerized System for Managing Curriculum Decisions and Tracking Student Progress in a Home-Based Pre-School Education Project.
Quelle	(1978), (21 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Bibliographies; Computer Managed Instruction; Data Collection; Educational Objectives; Expenditure per Student; Federal Legislation; Handicapped Children; Home Programs; Individualized Instruction; Parent Child Relationship; Preschool Education; Program Evaluation; Student Development; Tables (Data); Tests + Suchen Sie Ihr Suchwort? Computer-assisted instruction; Computerunterstützter Unterricht; Data capture; Datensammlung; Educational objective; Bildungsziel; Erziehungsziel; Bundesrecht; Individualisierender Unterricht; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school education; Vorschulerziehung; Programme evaluation; Programmevaluation; Tabelle; Examination; Prüfung; Examen
Abstract	The degree of success of the computerized Child-Based Information System (CBIS) was analyzed in two areas--presenting, delivering, and managing a developmental curriculum; and recording, filing, and monitoring child tracking data, including requirements for Individualized Education Plans (IEP's). Preschool handicapped and high-risk children and their mothers participated in a home-based tutoring program, and the developmental growth of the children was measured with the Peabody Picture Vocabulary Test (PPVT), the Boehm Test of Basic Concepts (BTBC), and the Memphis Comprehensive Developmental Scale (MCDS), while the Maternal Teaching Style Research Instrument (MTSRI) was used to compare mothers and their behavior prior to and following home intervention. Analysis of data from the group using the computerized management information system and two control groups using part or none of it showed that CBIS not only led to better identification of relevant objectives for individual children and to their increased achievement, but reduced administrative costs. CBIS appears to exceed the mandate of recent federal legislation (P.L. 94-142) requiring appropriate and individualized instruction for the exceptional child. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC