Mt. Druitt Longitudinal Study First Annual Report to Bernard Van Leer Foundation.

Autor/inn/en	O'Brien, Peter; und weitere
Institution	Macquarie Univ., North Ryde (Australia). School of Education.
Titel	Mt. Druitt Longitudinal Study First Annual Report to Bernard Van Leer Foundation.
Quelle	(1982), (83 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Annual Reports; Child Development; Early Childhood Education; Followup Studies; Foreign Countries; Longitudinal Studies; Measures (Individuals); Program Effectiveness; Public Schools; Questionnaires; Research Projects; Australia + Suchen Sie Ihr Suchwort? Schulleistung; Annual report; Tätigkeitsbericht; Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Follow-up studies; Kontaktstudium; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messdaten; Public school; Öffentliche Schule; Fragebogen; Forschungsvorhaben; Australien
Abstract	To explore long-range outcomes of the Mt. Druitt Early Childhood intervention project and to investigate the development of children in Australian government schools, research was begun in 1981 which included elements of both followup and longitudinal studies. The Mt. Druitt Longitudinal Study, discussed in this report, broadened the emphasis of the Mt. Druitt Early Childhood Project to include variables such as differences associated with attendance or non-attendance at preschool and to present normative data for Australian school children. Approximately 900 subjects, third-grade children in the five Mt. Druitt schools plus non-disadvantaged children from school areas outside the Mt. Druitt area, were followed throughout the period from 1981 through 1983. Data from the Mt. Druitt Early Childhood Project (including pretest and posttest measures in the areas of mathematics, conservation, reading, vocabulary, languages, and social knowledge) were available for use. The longitudinal study assessed a large number of educational, motivational, social, psychological, environmental, behavioral, and parent-attitude variables. In this first annual report of the study, discussions of research methodologies, research problems, future goals, and results of analyses conducted in 1981 are offered. Related questionnaires, tests, and diagnostic measures are appended. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC