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ERIC Number: ED205278
Record Type: Non-Journal
Publication Date: 1980-Dec
Pages: 242
Abstractor: N/A
Reference Count: N/A
Assessment of Program Impact Through First Grade, Volume IV: Impact on Teachers. An Evaluation of Project Developmental Continuity. Interim Report X.
Wacker, Sally; And Others
The fourth in a series reporting evaluation findings on the impact of Project Developmental Continuity (PDC), this volume reports treatment-related and other findings concerning teachers and classrooms up to the time the evaluation study's cohort of children had completed grade 1. Begun at 15 sites in 1974 with the purpose of ensuring that disadvantaged children receive continuous individualized attention as they progress from Head Start through the early primary grades, PDC emphasizes the involvement of school administrators, classroom staff and parents in formulating educational goals and in curriculum development. Chapter I of this volume presents a brief history of the PDC program. Chapter II describes the conceptual framework guiding the evaluation of PDC processes and effects on teachers. Data collection and analysis procedures are discussed in Chapter III. Chapter IV presents descriptive findings regarding the sample and the characteristics of the instruments. Chapter V describes the results of the analysis, primarily those of the teacher interview but also those of the classroom observation system. Chapter VI summarizes and interprets the major findings of the study. A summary and five technical appendices are included. Appendix A provides a copy of the teacher interview (TI), Appendix B presents the focused and global dimensions of the Classroom Observation System (COS), and Appendices C and D give descriptive summaries for items of the TI and the COS, respectively. Appendix E describes the processes used in creating the composite variables for the TI. (Author/RH)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Human Development Services (DHEW), Washington, DC.
Authoring Institution: High/Scope Educational Research Foundation, Ypsilanti, MI.