Preschool Preposition Test and Classroom Behavior Description: Eighth Grade Follow-Up of Head Start Program.

Autor/inn/en	Aaronson, May; und weitere
Titel	Preschool Preposition Test and Classroom Behavior Description: Eighth Grade Follow-Up of Head Start Program.
Quelle	(1982), (28 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Academic Aptitude; Followup Studies; Grade 3; Grade 8; Measures (Individuals); Predictive Validity; Preschool Children; Preschool Education; Sex Differences; Special Education; Student Placement + Suchen Sie Ihr Suchwort? Schulleistung; Follow-up studies; Kontaktstudium; School year 03; 3. Schuljahr; Schuljahr 03; School year 08; 8. Schuljahr; Schuljahr 08; Messdaten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sex difference; Geschlechtsunterschied; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerpraktikum
Abstract	Head Start children tested at 4 years of age on the Preschool Preposition Test (PPT) and the Classroom Behavior Description checklist (CBD) were assessed for academic achievement and scholastic aptitude at the third- and eighth-grade levels. The PPT is a receptive language test which examines the comprehension of verbal directions by using spatial prepositions or related locative terms together with objects. The CBD, developed as a companion measure to the PPT in order to explore the relationship of social skills to cognitive ability, is a 10-item checklist on which a teacher evaluates a child's ability; classroom adjustment; and several social, emotional, and task-oriented characteristics considered likely to influence classroom competence. Scores were obtained for 44 subjects at the third-grade level on the Cognitive Abilities Test and the Iowa Tests of Basic Skills. Scores of a subsample of children at the eighth-grade level on the California Achievement Test were also obtained. Differences in achievement test scores earned by boys and girls, as well as the sex differences in both PPT and CBD correlations with eighth-grade achievement, with third-grade achievement, with scholastic aptitude test scores, and with later special education placement are discussed. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC