Prekindergarten Program Evaluation. Summer, 1971.

Autor/inn/en	Ayllon, Teodoro; und weitere
Institution	Atlanta Public Schools, GA.
Titel	Prekindergarten Program Evaluation. Summer, 1971.
Quelle	5 (1971) 3, (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Behavior Change; Behavioral Science Research; Comparative Analysis; Concept Formation; Educational Programs; Emotional Development; Individual Development; Laboratory Techniques; Measurement Instruments; Preschool Children; Program Evaluation; Projects; Public Schools; Reading Programs; School Districts; Teacher Attitudes; Universities + Suchen Sie Ihr Suchwort? Schulleistung; Concept learning; Begriffsbildung; Gefühlsbildung; Individuelle Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; School district; Schulbezirk; Lehrerverhalten; University; Universität
Abstract	The Atlanta Public School System conducted four major programs during the summer of 1971. These were Youth-Tutoring-Youth, Community Schools, Handicapped Children, and Prekindergarten Instruction. Evaluation of the Prekindergarten (Pre-K) project was contracted to the Laboratory for Applied Behavior Research at Georgia State University. The Laboratory agreed to: (1) provide consultants to assist in the implementation of behavior modification techniques for use with two basic reading programs utilized in the Pre-K classes, (2) evaluate the use of each reading program in the Pre-K classrooms, irrespective of the program's association with behavior modification procedures, (3) describe the overall academic activities of the Pre-K classes, and (4) suggest specific changes for future Pre-K projects. The BRL Skills and Concepts Survey was used as the evaluation instrument for this program. After the pre-program measures were taken, the children were divided into two groups: (1) those whom the teacher considered emotionally, behaviorally, and intellectually ready for the BRL reading program, and (2) those whom she considered too young or otherwise not adequately prepared for the BRL format. A main result of this study was the finding that the BRL reading program is superior to others. (Author/CK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC