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ERIC Number: ED071755
Record Type: Non-Journal
Publication Date: 1972
Pages: 42
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
What Happens in the Follow-Through Program? Implications for Child Growth and Development.
Stallings, Jane
The SRI Classroom Observation Instrument (COI) was used in evaluating the instructional models being tested by nine Follow Through (FT) sponsors in Spring 1971. The SRI COI has three major parts: a section for describing the physical environment, a Classroom Checklist, and a Five-Minute Observation Form. The principal question which the evaluation sought to answer was: Are there "planned variations," and, if so, which are effective for enhancing the social, emotional, and cognitive growth of children. Sixty-eight variables were used in the observation analysis to identify specific components of the different models. From comparisons on the 68 variables and on a five-factor profile, the nine sponsor approaches are different from each other, but there is evidence that each sponsor is, in part, successfully implementing his program. From master tapes containing all COI information, a data tape was generated containing all occurrences of the 68 variables throughout the FT groups (N=97) and the non-FT groups (N=26). Among the differences found between the FT and non-FT classes, the following are considered as being particularly important: (1) Children in FT classes experienced a wider variety of activities than children in comparison classrooms; (2) FT children more often engaged "independently" in a variety of activities than did non-FT children; (3) There was a higher proportion of adults, and thus more individual and small group instruction, in FT classrooms; (4) In FT classrooms, thought-provoking questions of adults were more often responded to with elaboration by the children; and (5) Adults in non-FT classes did more instructing in large groups. Nine tables present the study data. (DB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A