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ERIC Number: ED036339
Record Type: Non-Journal
Publication Date: 1969
Pages: 21
Abstractor: N/A
Reference Count: N/A
A New Role for Teachers: Involving the Entire Family in the Education of Preschool Disadvantaged Children.
Karnes, Merle B.
This approach to preschool education of the disadvantaged uses a teacher training program which was developed only after each component of the program had been empirically tested. Teachers were retrained through course work and workshops to teach disadvantaged preschool children. These teachers then taught mothers and older siblings of disadvantaged families the skills and knowledge necessary to instruct the preschool child both in the home and in the school setting. Pre- and posttest scores on standardized tests indicated that preschool children who participated in the projects made gains comparable to those made by children taught by a professional staff. Research findings were incorporated into ongoing demonstration classes at the University of Illinois. The classes provided (1) practicum experiences for students in a leadership training program, (2) observation facilities for teacher-training students in elementary and special education, (3) the basis for workshops involving teachers and administrators from local communities, and (4) guidelines for junior college personnel interested in developing training programs for paraprofessionals. (Author/DR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Illinois Univ., Urbana. Inst. of Research for Exceptional Children.
Identifiers - Assessments and Surveys: Frostig Developmental Test of Visual Perception; Illinois Test of Psycholinguistic Abilities; Metropolitan Readiness Tests; Stanford Binet Intelligence Scale