Abstract/Notes: This study to determine effects of preschool training of mentally retarded children from low-income families asks three major questions: 1. Does preschool training displace the rate of development of such children? 2. Does rate of growth continue at an accelerated rate, or does it return to the original rate of development during primary school years? 3. Are the results similar for children living in different environments? Five intervention programs are outlined: 1. Traditional nursery school; 2. Community Integrated program; 3. The Montessori method; 4. Karnes structured cognitive plan; and 5. The Bereiter-Englemann(B-E). As a result of the program, some children in the demonstration center no longer function in the retarded range. Behavior has improved and several have entered a public school or preschool for normal children. It is suggested that mothers of infants might accomplish more at home with guidance, since professional tutoring is not feasibly practical, and children with higher IQ need special early programming to attain their potential. (RG)

Language: English

Published: Urbana-Champaign, Illinois, 1973

Abstract/Notes: The Philadelphia Prekindergarten Head Start program is a child development program for three and four-year-old children from low income families which stresses an interacting and multi-disciplinary attempt to improve the child's physical and emotional health, his family relationships, and his abilities to function better as a person. The program was designed from the beginning to implement five different early childhood educational models (Bank Street, Behavior Analysis, Montessori, Open Classroom, and Responsive Learning). The 1975-1976 evaluation activities for Philadelphia's Prekindergarten Head Start program continued to focus on the major goals for children. There was found to be some range in practices among centers in terms of (1) extent of model implementation, (2) classroom differences within a model, (3) number of parent volunteers, (4) grouping practices, and (5) provisioning. Observation data yielding the above information are summarized according to model and across the total program. The Denver Developmental Screening Test (D.D.S.T.) was administered during October and April to 82% and 84% of the population respectively. In April only 1.8% of the population was identified as having a developmental delay as defined by the D.D.S.T., a decrease of about 40% from the Fall administration. While Prekindergarten Head Start children are from families of low socio-economic status, the April D.D.S.T. results confirmed, as was the case in 1974-1975, that the population screened had improved after a year of program participation so that there were far fewer children "at risk" than were found in the norming population. (Author/MV)

Language: English

Published: Philadelphia, Pennsylvania, Jul 1976

Abstract/Notes: This report is a compilation of information on the educational, parent involvement, health services, social services, and staff development components of Prekindergarten Head Start, a School District of Philadelphia child development preschool program for children of low income families. Instructional models used in the program were Bank Street, Montessori, Behavioral Analysis, Open Classroom, and Responsive Learning. Children's development was documented by teachers using checklists in seven areas: gross motor, fine motor manipulation, writing, social, self-help, language, and cognition. Information on the program was gathered through various instruments involving direct observation, opinion surveys, and summary documents. While all groups of children were found to show increases in their developmental skills different developmental "profiles" were found for the different instructional models. The majority of the 850 children in the program were screened for a variety of health problems, and most found to be in need were treated. Ninety three percent of the 700 families with children in the program were identified as needing help of a social service nature, and nearly 75% of the families so identified received help. Parents participated in a variety of center activities. Staff workshops were reported to affect classroom practices. Appendices contain evaluation forms and observation data. (SB)

Language: English

Published: Philadelphia, Pennsylvania, Jul 1977

Abstract/Notes: The Prekindergarten Head Start (PKHS) program employed five different instructional models: Bank Street (BS), Behavior Analysis (BA), Montessori (M), Open Classroom (OC), and Responsive Learning (RL). All program components: education, social service, health and nutrition, staff development, and parent involvement performed as expected. Data from classroom observations indicate activities involving the following developmental categories were most often addressed: social interaction/rapport, language/vocabulary, and fine motor manipulation. A comparison of the developmental status (as reported on the Developmental Behavior Checklist) of PKHS children with the total prekindergarten population showed PKHS children performed successfully on the same or a greater number of items than the total prekindergarten population. Seventy-four percent of the PKHS population received physical exams and developmental histories. Social service workers made 6,030 family contacts focusing on attendance and recruitment. Approximately 85% of the PKHS Instructional staff attended staff development workshops. Respondents indicated that the workshops had greatest impact in two areas: basic skills and suspected child abuse and neglect. Seventy-eight percent of 565 parents attended at least one meeting, activity, or workshop during the year. All data collection instruments are appended. (Author/CP)

Language: English

Published: Philadelphia, Pennsylvania, Oct 1978

Abstract/Notes: The purpose of the Meeting Students' Needs in the Multiage Group Environment (MSN) program was to provide an instructional system to meet the needs of elementary school students of differing achievement, age, and grade level who are in the same classroom. The program, for kindergarten through grade six, was characterized by an innovative management system, a procedure for continuous assessment of educational needs and achievement, an emphasis on the development of independent behavior, and the encouragement of parent and community involvement. MSN was evaluated through a procedure that called for the comparison of intended outcomes to actual outcomes. Findings from standardized tests of achievement indicated that students in grades one through four increased their percentile ranks in reading or mathematics or both. Similar gains were not observed for grades five and six. Two project-designed instruments developed to measure independence, self-reliance, and responsibility did not

Language: English

Published: Washington, D.C., Feb 1981

Abstract/Notes: Discusses the Canadian Association of Montessori Teachers' (CAMT) fall conference, 1993

Language: English

Language: German

ISSN: 0022-5975

Abstract/Notes: Assessment of student progress is a challenge for educators who use developmentally appropriate practices such as multiage grouping. Interest in alternative types of assessment has become widespread. These performance-based, or authentic, assessments are explored in this document, which presents assessment strategies that work effectively with multiage instructional approaches. Chapter 1 begins by examining the purposes of assessment and then compares the characteristics, strengths, and limitations of conventional and authentic assessments. Chapter 2 explores methods used to assess and document the process of learning, such as observation, anecdotal records, and developmental checklists, and presents means of assessing, evaluating, and organizing authentic products of student learning. Issues involved in reporting student progress to parents and administration are examined in the third chapter. Chapter 4 considers the implications of authentic-assessment approaches for administrators and school boards, and summarizes what administrators should know about teachers' requirements to effectively implement new assessment methods. A summary publication is included. The appendix contains an overview of authentic-assessment practices in Oregon. Data were gathered from interviews with 10 educators and assessment specialists.

Language: English

ISSN: 0095-6694

Abstract/Notes: This report documents the progress made by the Faxon Montessori Magnet School in Kansas City, Missouri, during the three years of its implementation of the Montessori philosophy. During the 1990-91 school year, the school served children from three years of age through third grade. School enrollment information was analyzed and data were obtained from classroom observation; from parent, teacher, and student questionnaires; and from achievement tests. Analysis of enrollment information revealed that: (1) enrollment was at 93 percent of capacity; (2) enrollments varied by grade level; and (3) minority students comprised 61 percent of the student population. Classroom observation indicated that students were engaged in independent learning activities and activities that enhanced motor skills. Teacher-initiated management was minimal. Results from the questionnaires indicated that program participants were satisfied with most aspects of the program. However, teachers were dissatisfied with the amount of administrative support they received. Achievement scores of kindergarten, first-grade, and second-grade students on the reading, math, and language subtests of the Iowa Tests of Basic Skills were above district and national norms. Third graders scored above district, and below national, norms on the Missouri Mastery and Achievement Tests. Thirteen data tables and seven figures are included, and an appendix presents a description of the goals and activities of the Faxon Montessori extended day program. (BC)

Language: English

Published: Kansas City, Missouri: Kansas City School District, Aug 1991

Abstract/Notes: A Head Start Program operating in Kansas City since 1965 was viewed as inadequate because enrollment was limited to about 600 children per year. The Model Cities Agency determined to provide a program for the remainder of the children in the Model Cities neighborhoods. The programs developed were differentiated administratively for the purposes of this evaluation and the program considered a single entity and referred to as Early Childhood Education. These questions were developed as evaluation goals: What specific educational approaches were provided?; To what degree do the children grow to the stated objectives?; Do these programs meet the emotional, social, physical, and intellectual needs of the program's four-year-old children?; Do these children grow differentially?; Are specified goals reached as anticipated by staff?; What program differences account for student growth differences?; Do parents in the parent education component change relevant to their children's development?; Are these programs complementary with kindergarten programs of urban schools?; What are the effects of staff development activities?; Is program administration effective?; Are children with special problems provided assistance in achievement of program objectives?; And what program changes should be made? Each question is treated in succession and is detailed. Summaries giving the main thrust are provided after each section. (RC)

Language: English

Published: Kansas City, Missouri, Sep 1971