A Comparison of Referred Headstart, Non-Referred Headstart and Non-Headstart Groups of Primary Public School Children on Achievement, Language Processing and Classroom Behavior.

Autor/in	Pinkelton, Norma B. Harris
Titel	A Comparison of Referred Headstart, Non-Referred Headstart and Non-Headstart Groups of Primary Public School Children on Achievement, Language Processing and Classroom Behavior.
Quelle	37 (1976) 3, (183 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Classroom Research; Cognitive Development; Comparative Analysis; Disadvantaged Youth; Educational Research; Elementary School Students; Interpersonal Competence; Intervention; Language Acquisition; Primary Education; Program Effectiveness; Program Evaluation; Sex Differences; Student Behavior; Ohio (Cincinnati) + Suchen Sie Ihr Suchwort? Schulleistung; Kognitive Entwicklung; Benachteiligter Jugendlicher; Bildungsforschung; Pädagogische Forschung; Interpersonale Kompetenz; Sprachaneignung; Spracherwerb; Primarbereich; Programme evaluation; Programmevaluation; Sex difference; Geschlechtsunterschied; Student behaviour; Schülerverhalten
Abstract	Designed to evaluate the progress of children who had gone through the Cincinnati Public School System Head Start Program as a means of getting some feedback about the long range impact of Head Start, this study compared referred Head Start, non-referred Head Start and non-Head Start groups of third grade school children on academic and social achievement, language processing and classroom behavior. One hundred fifty six randomly selected subjects were assigned to one of three groups: (1) Referred Head Start, including Head Start children who were referred to special or supportive services in elementary school; (2) Non-referred Head Start, including Head Start children whose developmental and/or adjustment patterns did not require special services; (3) Non-Head Start, including control children of the same age and grade as the Head Start sample. These students were administered the Kuhlmann-Anderson Intelligence Test; the Metropolitan Achievement Test, Primary 2, Form L.M.; the Myklebust Picture Story Language Test; and the Devereux Elementary School Behavior Rating Scale. A Two-Way Analysis of Variance and a Stepwise-Discriminant Analysis/Priors Equal to Size analysis were performed on the test data. Among the results discussed, it was concluded that the Head Start and non-Head Start students did not demonstrate any significant differences in cognitive abilities or in achievement-related classroom behavior overall. There were more areas of significant behavior differences for the main effect of sex between subgroups of Head Start (referred and non-referred) than specific cognitive subgroup differences. (Author/SE)
Anmerkungen	University Microfilms International, Dissertation Copies Post Office Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-21-451; Microfilm, $7.50; Xerographic, $15.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC