ERIC Number: ED038463
Record Type: RIE
Publication Date: 1969-Dec
Reference Count: 0
An Exploration of Transfer of Independent Behavior from Enrichment Classrooms in Harlem to a Non-Classroom Behavioral Situation. Final Report for Interim Research Period, September 1, 1968 to August 31, 1969.
Schumer, Florence; Deutsch, Cynthia P.
This study concerns a demonstration enrichment program for intervening into the ways of thinking, learning, and behaving displayed by urban ghetto children in Harlem public schools. The study focuses on the implications of ongoing research by the Institute for Developmental Studies (IDS) for the further understanding of the independent behavior of children in and out of the classroom, and also on the effectiveness of the IDS classroom procedures. In the evaluation procedure, behavioral rather than standardized test criteria were used, both in the classroom and in a "transfer" situation; classroom observation followed by rating of third-grade children from the demonstration program on "systematically developed, reliable, behavioral checklists" was used. The findings of the study indicated that the expectations of reliability and usability of the classroom behavior checklist were realized. However, it was found that independence of behavior in children--at least in the age group of the subjects tested--does not "carry over" into situations outside the classroom. Further, the nature of the task, situation, and the requirement placed before the child were found to seem to be of key significance. [Not available in hard copy due to marginal legibility of original document.] (RJ)
Descriptors: Black Students, Check Lists, Classroom Environment, Classroom Observation Techniques, Conformity, Curriculum Evaluation, Disadvantaged Youth, Educational Objectives, Elementary School Students, Enrichment Activities, Individualism, Interaction Process Analysis, Public Schools, Student Behavior, Transfer of Training, Urban Youth
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Economic Opportunity, Washington, DC.
Authoring Institution: New York Univ., NY. Inst. for Developmental Studies.
Identifiers: New York (New York)