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Book Section
History and Background of Preschool Intervention Programs and the Consortium for Longitudinal Studies
Book Title: As the Twig is Bent: Lasting Effects of Preschool Programs
Pages: 1-31
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Language: English
Published: Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1983
ISBN: 0-89859-271-2 978-0-89859-271-9
Book Section
The Louisville Experiment: A Comparison of Four Programs
Book Title: As the Twig is Bent: Lasting Effects of Preschool Programs
Pages: 171-199
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Language: English
Published: Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1983
ISBN: 0-89859-271-2 978-0-89859-271-9
Report
Nongraded Primary Programs: Possibilities for Improving Practice for Teachers. Practitioner Brief Number 4
Available from: ERIC
Classroom environments, Nongraded schools
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Abstract/Notes: In nongraded, multi-age classrooms, children have the opportunity to learn a great deal from their more proficient classmates. Children in multi-age, nongraded programs often learn that children differ, and they learn to assist each other in productive ways. The organizational scheme has the potential to remove much of the competition of traditionally graded classrooms and, for many children, the stigma of being "behind." Researchers in the Center for Research on Education, Diversity, and Excellence (CREDE) project "Appalachian Children's Academic and Social Development at Home and in Nongraded Primary Schools: Model Programs for Children of Poverty" have studied the implementation and effects of nongraded primary programs on rural and urban children of Appalachian descent in Kentucky, where a statewide, nongraded primary program has been implemented in various forms since 1990. In this practitioner brief, the authors share responses and recommendations from administrators and practitioners in the study.
Language: English
Published: Santa Cruz, California, Apr 2002
Report
Prekindergarten Programs for Educationally Disadvantaged Children
Available from: ERIC
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Language: English
Published: Albany, New York, 1969
Conference Paper
Are Multiage/Nongraded Programs Providing Students with a Quality Education? Some Answers from the School Success Study
Available from: ERIC
Fourth Annual National Create the Quality Schools Conference, April 6, 1995, Oklahoma City, Oklahoma
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Abstract/Notes: This paper presents findings of the longitudinal School Success Study (SSS), which is being conducted to determine the academic and social effects of nongraded (multiage, continuous progress) programs on Tennessee elementary school students. Covering the years 1993-99, the research seeks to identify successful school practices in both nongraded and graded programs. The study includes elementary-age students (K-4) from seven Tennessee schools that are implementing nongraded programs (n=1,500), three of which also have students in traditional classes (n=750), and five comparison schools in which all students are enrolled in single-grade classes. Academic achievement is measured by the Tennessee Comprehensive Assessment Program (TCAP) and the Tennessee Holistic Writing Assessment. Social development (academic self-concept) is measured using the Self-Concept and Motivation Inventory (SCAMIN). A one-way analysis of variance (ANOVA) indicates that students from nongraded classes during.
Language: English
Report
Ungraded Primary Programs: Steps toward Developmentally Appropriate Instruction
Available from: ERIC
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Abstract/Notes: This volume presents case studies of 10 ungraded primary programs. Also discussed are the obstacles, accomplishments, advantages, and disadvantages of ungraded primary programs experienced by the faculties of these schools; their recommendations for future implementation; and the literature on multi-age grouping and ungraded primary programs. Case studies were used to: (1) illustrate concepts, procedures, and materials being used by schools that had initiated ungraded primary programs; (2) provide contact information for these schools so that other educators could call on them for assistance; and (3) assess commonalities in effective ungraded primary programs. Each case study of an ungraded primary program describes the philosophy and goals, and program background and implementation. Each program's practices regarding grouping and organization, curriculum and instruction, student assessment, and remediation and enrichment, are described. In addition, the teacher's role, the
Language: English
Published: Washington, D.C., Apr 1991
Conference Paper
Four Preschool Programs: Their Lasting Effects
Annual Meeting of the American Educational Research Association (San Francisco)
Academic achievement, Americas, Comparative education, Conferences, Early childhood care and education, Early childhood education, Elementary school students, Longitudinal studies, North America, United States of America
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Abstract/Notes: This paper discusses the long-term effects of preschool experience on sixth and seventh grade students. Subjects (n=200) were primarily black, lower-SES, Head Start children who, in 1968-69, were randomly assigned to one of four preschool programs: Bereiter-Engelmann, Darcee, Montessori, and Traditional. In 1976-77, approximately 140 of the children were given the Wechsler Intelligence Scale for Children - Revised (WISC-R) and the Stanford Achievement Test (SAT). Overall "F" Tests on the achievement scores of sixth graders indicated two significant differences among programs on Reading Comprehension (p=.05) and Spelling (p=.05). Program differences on Reading Total scores were significant at the .10 level. Among seventh graders there were program differences on Reading, Spelling, and Language subtests (p=.10). Four multi-variate analyses of variance comparing the SAT Total Reading and Total Math scores and WISC-R Verbal and Performance IQ scores of children in each of the four programs indicated that the Montessori program was consistently superior to the other three programs, although these program differences were not statistically significant. Comparison of sixth and seventh grades shows that preschool program participants made average gains of 6 months in Total Reading and 1 month in Total Math. At grade seven, three groups remained 1 year behind grade level. The Montessori group was about a half year behind grade level. There were no significant IQ differences between the groups. Long-term program effects on achievement were found. Overall, children from the Montessori program consistently outperformed the others. (Author/RH)
Language: English
Conference Paper
Immediate, Short-Term and Long-Range Effects of Five Preschool Programs for Disadvantaged Children
Annual Meeting of the American Educational Research Association (Toronto, Canada)
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Abstract/Notes: Reported are findings of a longitudinal study on the differential effects of five preschool programs on comparable groups of 4-year-old disadvantaged children. Descriptions are given for the five preschool programs studied: the Bereiter-Engelmann program, which involves intensive oral drill in verbal and logical patterns; the Karnes Ameliorative program, a psycholonguistic model derived from the Illinois Test of Psycholinguistic Abilities; the community integrated program, which provided a traditional nursery school experience sponsored by community groups; the Montessori program, which provided a prepared environment and a program structured around the prescribed manner in which the child learned from materials; and a traditional preschool or nursery program. Included in a summary of findings were that no statistically significant differences were found among groups on the Wechsler Intelligence Scale for Children 10 years later; that Student Interview data revealed no difference in the child's self concept of school performance across interventions; and that Locus of Control scores were found to be significantly related to Binet IQ scores for all Ss. (SBH)
Language: English
Pages: 25
Conference Paper
Montessori and Responsive Environment Models: A Longitudinal Study of Two Preschool Programs, Phase Two
Available from: ERIC
Annual Meeting of the American Educational Research Association (New York, New York, April 4-8, 1977)
Academic achievement, Americas, Comparative education, Early childhood care and education, Early childhood education, Longitudinal studies, Montessori method of education, North America, United States of America
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Abstract/Notes: This study represents a continuation of a longitudinal assessment of the effectiveness of a Montessori and Responsive Environment preschool program sponsored by the Arlington Public Schools. The Metropolitan Readiness Test, the Caldwell Cooperative Preschool Inventory, and the Peabody Picture Vocabulary Test were used to assess the academic achievement and intellectual development of 3-, 4-, and 5-year-old children with the Montessori or Responsive Environment experiences and those with no preschool experience at the end of the regular kindergarten program. The SRA Achievement Series, Grade 1, was used to assess the achievement of children, with and without the Montessori experience, at the end of first grade. Results indicated that children in the regular 5-year-old kindergarten program with prior Montessori experience scored significantly higher on the Caldwell measure than did children without this experience upon entrance into the program. When all of the children with either type of preschool experience were categorized as one treatment group, results showed that these children scored higher on the Caldwell measure at the beginning and end of the 5-year-old program than those without the experience. Significant differences in favor of the preschool treatment group were also noted on the pretest of the Caldwell subtests: Personal-Social, Associative, Vocabulary, and Concept Activation-Numerical. It was concluded that early educational preschool experiences can be effective in fostering the academic achievement and maintaining the intellectual development of children. (Author/JMB)
Language: English
Pages: 45
Master's Thesis
A Field Study Comparing Montessori Pre-Schools with Kindergarten Programs in Melbourne
Australasia, Australia, Australia and New Zealand, Comparative education, Kindergarten (Froebel system of education), Montessori method of education, Montessori schools, Oceania
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Language: English
Published: Melbourne, Australia, 1979