Experimental Variation of Head Start Curricula [electronic resource] : A Comparison of Current Approaches. Annual Progress Report, June 1, 1969 - May 31, 1970 / Louise B. Miller and Jean L. Dyer.
Two major questions were raised in regard to four types of preschool programs. (1) Do programs differ in actual operation as well as descriptively? (2) Do programs have significantly different effects on children? Analysis of data obtained on samples of four classrooms in each of three programs (Ber...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1970.
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MARC
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| 100 | 1 | |a Miller, Louise B. | |
| 245 | 1 | 0 | |a Experimental Variation of Head Start Curricula |h [electronic resource] : |b A Comparison of Current Approaches. Annual Progress Report, June 1, 1969 - May 31, 1970 / |c Louise B. Miller and Jean L. Dyer. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1970. | ||
| 300 | |a 119 p. | ||
| 500 | |a ERIC Document Number: ED045196. | ||
| 500 | |a Sponsoring Agency: Office of Economic Opportunity, Washington, DC. |5 ericd. | ||
| 500 | |a Educational level discussed: Preschool Education. | ||
| 520 | |a Two major questions were raised in regard to four types of preschool programs. (1) Do programs differ in actual operation as well as descriptively? (2) Do programs have significantly different effects on children? Analysis of data obtained on samples of four classrooms in each of three programs (Bereiter-Engelmann, DARCEE, Traditional) and two classrooms in the fourth program (Montessori), showed clear differences. Despite within-program teacher differences on variables assessed by monitoring procedures (observation, television), results provide no evidence that the teachers' (N=14) characteristics were a source of difference among programs. Results also indicate that a brief four to eight week teacher training program supplemented by visits from consultants is adequate for identifiable program implementation. The four programs did have significantly different effects on children's cognitive, social, and/or motivational development. The immediate effects of Bereiter-Engelmann and DARCEE were statistically significant in academic and motivational development. The effects of Bereiter-Engelmann were largely confined to cognitive and academic areas. The effects of DARCEE were more diffuse and most evident in the areas of motivation and attitudes. Sex differences occurred. In general, results indicate that the immediate impact was superior for the two most didactic programs. (WY) | ||
| 650 | 0 | 7 | |a Comparative Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Educational Philosophy. |2 ericd. |
| 650 | 0 | 7 | |a Grouping (Instructional Purposes) |2 ericd. |
| 650 | 0 | 7 | |a Preschool Children. |2 ericd. |
| 650 | 1 | 7 | |a Preschool Education. |2 ericd. |
| 650 | 0 | 7 | |a Program Content. |2 ericd. |
| 650 | 1 | 7 | |a Program Descriptions. |2 ericd. |
| 650 | 1 | 7 | |a Program Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Characteristics. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Effectiveness. |2 ericd. |
| 650 | 0 | 7 | |a Teaching Methods. |2 ericd. |
| 650 | 1 | 7 | |a Testing. |2 ericd. |
| 650 | 0 | 7 | |a Tests. |2 ericd. |
| 700 | 1 | |a Dyer, Jean L. | |
| 710 | 2 | |a University of Louisville. |b Department of Psychology. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED045196.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED045196 |h Other scheme |i web |n 1 |