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ERIC Number: ED113071
Record Type: Non-Journal
Publication Date: 1974
Pages: 63
Abstractor: N/A
Reference Count: N/A
Early Childhood Education Program Models for Indian Communities.
Sorensen, Philip H.
Drawing heavily upon the experiences of the Stanford Research Institute (SRI) and its experience in a longitudinal evaluation of the national "Follow Through" program (a program devised to provide developmental and educational services for poor children), this paper is written in reference to the development of early childhood education models for American Indian children. The 1st section presents: (1) a review of the "planned variation" concept wherein different educational improvement models are tried out in various situations; (2) discussion of dilemmas that characterize any major demonstration of quasi-experiment in a natural setting; and (3) a conceptual model for program evaluation which emphasizes categorization of evaluation issues and foci for evaluation activities. Opening with questions relative to the effectiveness, attractiveness, and appropriateness of instructional models, section 3 presents: (1) descriptions of several models drawn directly from SRI technical reports, and (2) discussion of findings that appear to be acceptably dependable for policy guidance (approaches which have shown either most consistent positive effects or effects of substantial magnitude in some application). The final section presents a preview of work in progress which shows promise of yielding generalizations from which "new" models might be synthesized or older models refined. (JC)
Not available separately, see RC 008 772. ERIC/CRESS, Box 3AP, Las Cruces, New Mexico 88003 (on loan)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Office of Indian Education.
Authoring Institution: Navajo Community Coll., Tsaile, AZ.; American Indian Resource Associates, Oglala, SD.