Compensatory Education and the Varieties of Intervention: A Program Element Typology Based on the Model of the Follow Through Planned Variation Experiment.

Autor/in	Mergendoller, John R.
Titel	Compensatory Education and the Varieties of Intervention: A Program Element Typology Based on the Model of the Follow Through Planned Variation Experiment.
Quelle	(1976), (109 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Behavior Change; Classification; Community Role; Compensatory Education; Early Childhood Education; Formative Evaluation; Grouping (Instructional Purposes); Intervention; Learning Activities; Learning Processes; Objectives; Open Education; Parent Role; Preschool Children; Preschool Curriculum; Preschool Teachers; Program Descriptions; Program Design; Program Evaluation; Staff Role; Teaching Methods; Time Blocks + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Kompensatorischer Unterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Grouping; Gruppenbildung; Lernaktivität; Learning process; Lernprozess; Goal definition; Zielsetzung; Offene Erziehung; Offener Unterricht; Parental role; Elternrolle; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This document presents a descriptive typology created to characterize the diverse program approaches of the Follow Through Planned Variation Experiment. Program approaches are described with respect to two orthogonal dimensions: (1) Program Elements (Instructional, Service, Participatory and Employment) with the major focus on instructional elements including curricular orientation (learning emphasis and instructional role); curricular design (nature and uniformity of activities, time utilization, instructional grouping); curricular responsibility (pre- and post-instructional); and curricular variability (instructional activities, time utilization, and instructional grouping); and (2) Target Population (Children, Instructors and Parents). To demonstrate the use of this typology, five Follow Through Planned Variation program approaches are described using the previously developed program descriptors. (Author/MS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC