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ERIC Number: ED343720
Record Type: Non-Journal
Publication Date: 1991
Pages: 31
Abstractor: N/A
Reference Count: N/A
COGNET Follow Through Education Model Research Report: Studies of Impact on Children, Teachers, and Parents, 1988-1991.
Cognitive Enrichment Network (COGNET), Nashville, TN.
The Cognitive Enrichment Network (COGNET) Follow Through Project provides a community framework in which parents and preschool and primary grade teachers can help children learn. This report summarizes results of studies in a Tennessee school district on the impact of COGNET on children, teachers, and parents. The COGNET instructional model has three components: (1) mini-lesson plans; (2) a learning approach involving computer activities; and (3) a group dynamic assessment, which is used instead of assessment by traditional testing methods. Results of the studies indicated that children who had experienced 2 years of COGNET intervention showed gains over control children in Stanford Achievement Test reading and math scores; in motivation scores in the Maze Tasks of Intrinsic Motivation; and in cognitive functioning scores in a series of cognitive tasks. In their interactions with children, teachers used more positive behaviors, such as praise and reciprocity, after they received training for the COGNET program. Teachers with training exhibited more positive behaviors than a control group of teachers. Compared to other parents, parents participating in COGNET were able to give specific examples when solving problems, believed they could have an impact on children's learning, and reported that their children were enthusiastic about computers. A 13-item reference list is provided. (BC)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Cognitive Enrichment Network (COGNET), Nashville, TN.
Identifiers - Location: Tennessee