Accelerated Academic Program for Low Achievers. A Program Designed to Raise Aptitude and Achievement of Low-Achieving Elementary Students, August, 1977

Institution	Holly Springs Municipal Separate School Dist., MS.
Titel	Accelerated Academic Program for Low Achievers. A Program Designed to Raise Aptitude and Achievement of Low-Achieving Elementary Students, August, 1977 - May, 1980.
Quelle	(1980), (90 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Achievement Gains; Class Size; Cognitive Ability; Cognitive Development; Cognitive Style; Compensatory Education; Educational Diagnosis; Educationally Disadvantaged; Learning Problems; Low Achievement; Primary Education; Program Effectiveness; Student Teacher Ratio; Teacher Aides; Teacher Education + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Klassengröße; Denkfähigkeit; Kognitive Entwicklung; Cognitive styles; Kognitiver Stil; Kompensatorischer Unterricht; Pedagogical diagnostics; Pädagogische Diagnostik; Lernproblem; Unterdurchschnittliche Leistung; Primarbereich; Handreichung; Lehrerhilfe; Lehrerausbildung; Lehrerbildung
Abstract	In a study of cognitive therapy as a strategy for compensatory education, fourteen low-achieving first graders in the Holly Springs Separate School District (Mississippi) were assigned to treatment conditions consisting of a teacher trained in cognitive therapy, an aide, and a small class size. The therapy relied upon a clinical tutorial model involving identification of cognitive skill deficiencies and tutoring to eliminate the deficiencies in stepwise, hierarchical order. For grade two, the subjects were assigned to a teacher who was untrained in cognitive therapy, and the trained aide from the first year. In the third year, the experimental subjects were assigned to a regular classroom with a larger class size, while the control group during the first two years was exposed to the experimental conditions of cognitive therapy and a small class size. Achievement testing at the end of the study indicated that experimental subjects showed greater gains than controls after first grade, and continued to outperform the control group during second grade, even with minimum cognitive therapy input. Achievement differences in the third year (when experimental and control groups were switched) were not readily observable. The research demonstrated the importance of teacher training in using cognitive therapy as a compensatory education approach. (MJL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC