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ERIC Number: ED244734
Record Type: Non-Journal
Publication Date: 1981-Jan-15
Pages: 35
Abstractor: N/A
Reference Count: N/A
Sociocultural and Educational Assumptions in Follow Through Programs: A Need for Pragmatic Integration.
Garza, Raymond T.
This examination addresses sociocultural, educational, and psychological implications for the planning and implementation of large-scale educational interventions such as Project Follow Through. The first part of the paper provides an overview of issues related to the educational plight of economically disadvantaged children. Particular attention is given to the notion of cultural diversity and its educational implications. The latter portion of the paper consists of a critical analysis of the theoretical assumptions of Follow Through programs implemented during the past decade. These programs are classified according to four approaches: behavior modification, cognitive growth, personal growth, and sociocultural and bilingual/bicultural. Specific recommendations for overcoming the theoretical limitations of these previous programs are presented. Emphasis is placed on acknowledging racial and ethnic differences rather than stressing conformity. (RH)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: California Univ., Riverside.