Responsive Environment Early Education Program (REEEP): Third-Year Evaluation Study. Final Evaluation Report, 1977-78.

Autor/inn/en	Askins, Billy E.; und weitere
Institution	Askins (B.E.) and Associates, Lubbock, TX.; Clovis Public Schools, NM.
Titel	Responsive Environment Early Education Program (REEEP): Third-Year Evaluation Study. Final Evaluation Report, 1977-78.
Quelle	(1978), (33 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Academically Handicapped; Bilingual Students; Demonstration Programs; Early Childhood Education; Handicapped Students; Information Dissemination; Inservice Teacher Education; Intervention; Language Acquisition; Preschool Education; Program Evaluation; Program Validation; School Readiness; Self Concept; Spanish Americans + Suchen Sie Ihr Suchwort? Schulleistung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Informationsverbreitung; Lehrerfortbildung; Sprachaneignung; Spracherwerb; Pre-school education; Vorschulerziehung; Programme evaluation; Programmevaluation; Readiness for school; School ability; Schulreife; Selbstkonzept
Abstract	REEEP serves as an educational intervention providing direct services to "high risk" (of low birth weight--less than 5 1/2 pounds) 3-, 4-, and 5-year-old children, living in the Clovis, New Mexico area. The program aims: to prevent school failure with an intervention program which includes early identification and remediation of developmental learning deficiencies and to integrate handicapped children into the regular school program; to provide inservice training for the project teacher and aide; to disseminate information concerning the program. Student achievement was evaluated via standardized tests to measure language development in Spanish and English, school readiness, and self-concept. Program impact was determined by a special regression analysis model using three dependent variables and eight independent variables. Inservice training and dissemination activities were subjectively evaluated using site visits, observations, records, and self-reports by the staff. Major findings included: REEEP students made significant gains in language development in English and Spanish and in school readiness; students showed a positive and continuous growth concerning self-concept and emotional development; the inservice training was found to be successful and effective; the quantity and quality of the dissemination activities were adequate; the regression analysis data indicated that 60% of the students scored better than estimated/expected on the English test, 40% scored better than estimated/expected on the Spanish test, and 70% scored better than estimated/expected on the school readiness test. (Author/NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC