ERIC Number: ED028846
Record Type: Non-Journal
Publication Date: 1968
Reference Count: N/A
[Regional Research and Resource Center in Early Childhood.] Final Report.
New York Univ., NY. Inst. for Developmental Studies.
Qualitative and quantitative evaluations were made of the 1967-68 academic period, the sixth year of demonstration classes, conducted by the Institute for Developmental Studies at New York University. Qualitative evaluations were obtained for reading, mathematics, classroom behavior, science, creative dramatics, and use of the Language Master through a curriculum index questionnaire, examination of teachers' daily logs, and interviews with administrators, supervisors, teachers, parents, and observers. Subjects were culturally deprived children attending prekindergarten through grade three. Conclusions were as follows: (1) ongoing inservice training is necessary, (2) purposes and limitations of the program must be continuously articulated, (3) educators should be reoriented to innovative teaching methods, and (4) parental feedback on children's relative growth should be used. Quantitative followup psychological evaluations of experimental, filler, and control subjects were made. A parent program was initiated to help with personal and environmental problems. (DO)
Descriptors: Creative Dramatics, Demonstration Programs, Disadvantaged, Elementary School Students, Evaluation, Inservice Teacher Education, Intelligence Quotient, Kindergarten Children, Longitudinal Studies, Mathematics, Parent Attitudes, Parent Participation, Preschool Children, Primary Education, Program Evaluation, Reading
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 - Assessments and Surveys: Columbia Mental Maturity Scale; Peabody Picture Vocabulary Test; Stanford Binet Intelligence Scale