Research and Related Issues: Interactive Instructional Model.

Autor/in	Weikart, David P.
Titel	Research and Related Issues: Interactive Instructional Model.
Quelle	(1987), (6 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Comparative Analysis; Cost Effectiveness; Curriculum Evaluation; Early Childhood Education; Educational Quality; Longitudinal Studies; Preschool Curriculum; Preschool Education; Program Effectiveness + Suchen Sie Ihr Suchwort? Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school education; Vorschulerziehung
Abstract	This presentation reports outcomes of the Perry Preschool Project (PPP) and the High/Scope Preschool Curriculum Study (H/SPCS). The PPP is an ongoing study that in 1962 began to follow 123 black youths who were at risk of failing in school. The study explored the long-term effects on the youth of participation versus nonparticipation in a program of high quality early childhood education, the High/Scope Curriculum. Information about these youngsters on hundreds of variables was collected and examined annually when they were 3 to 11 years old, and again when they were 14, 15, 19, and 28. The H/SPCS was a study that began in 1967 and involved 3- and 4-year-old children at risk of failing. For purposes of comparison, children were assigned to one of three theoretically distinct curriculum models that differed regarding the degree of initiative expected of child and teacher: the Distar programmed learning approach, the High/Scope Curriculum open framework approach, and a nursery school's child-centered approach. Longitudinal data on 54 participants in their 15th year suggested that curriculums do have social consequences for students. For example, a highly significant rate of juvenile delinquency was reported by the Distar group in contrast to the other two groups. It is concluded that effective programs of high quality offer methods that work, but will not by themselves solve social problems. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC