Comprehensive School-Based Services: Making a Difference for Children and Families.

Autor/inn/en	Allen, Sharon M.; und weitere
Titel	Comprehensive School-Based Services: Making a Difference for Children and Families.
Quelle	(1997), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Children; Comparative Analysis; Early Childhood Education; Ethnography; Family School Relationship; High Risk Students; Parent School Relationship; Parent Teacher Cooperation; Program Evaluation; Public Schools; Transitional Programs; South Dakota + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ethnografie; Problemschüler; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; South-Dakota
Abstract	Early intervention programs have been designed to improve the educational chances for at-risk or poor children who are more likely than middle class children to come from families lacking characteristics that contribute to children's educational success. This study used an ethnographic orientation to evaluate the impact of the South Dakota Head Start/Public School Transition Demonstration Project on poor children and their families. The demonstration group was composed of children and families who received comprehensive Head Start-like services in addition to educational services, and the comparison group consisted of children and families who received only educational services. Eight family service coordinators maintained routine contacts with families and schools and provided services directly to families or through referral to other agencies. Comprehensive services included health, parent involvement, social, and educational services related to transition from preschool to the public elementary school. Data were collected in the spring of each year since 1993 from 200 of the 425 children in 2 cohorts who have received services. Data were also collected through structured interviews and participant observation. Results indicated that children's health, school attendance, and home situations have improved. Parents and caregivers have been empowered, have become more involved in their children's education, have improved interactions with school personnel, and have become more comfortable in the schools. (Contains about 67 references.) (KB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC