Adaptation of Curriculum, Instructional Methods, and Materials Component, Instructional Assistant Program, 1991-92. Ohio Disadvantaged Pupil Program Fund. Final Evaluation Report.

Autor/in	Johnson, Jessie
Institution	Columbus Public Schools, OH. Dept. of Program Evaluation.
Titel	Adaptation of Curriculum, Instructional Methods, and Materials Component, Instructional Assistant Program, 1991-92. Ohio Disadvantaged Pupil Program Fund. Final Evaluation Report.
Quelle	(1993), (61 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Intervention; Elementary School Students; Emergent Literacy; Grade 1; High Risk Students; Instructional Effectiveness; Kindergarten; Kindergarten Children; Language Arts; Primary Education; Program Evaluation; Reading Research; Reading Skills; Teacher Aides; Urban Education; Writing Skills + Suchen Sie Ihr Suchwort? Frühleseunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Problemschüler; Unterrichtserfolg; Sprachkultur; Primarbereich; Programme evaluation; Programmevaluation; Leseforschung; Reading skill; Lesefertigkeit; Handreichung; Lehrerhilfe; Stadtteilbezogenes Lernen; Writing skill; Schreibfertigkeit
Abstract	A study evaluated the Instructional Assistant Program that served 2,123 pupils in kindergarten and first grade by providing direct instructional service to selected underachieving pupils in the classroom setting. The program emphasized activities which would increase oral and written language and reading skills needed to be successful in school. The major evaluation effort was accomplished through the collection and analysis of the "Balloons" test (a concepts about print test) for kindergarten, and the Total Reading subtest of the Metropolitan Achievement test for first grade. Results for kindergarten indicated that: (1) 744 kindergarten pupils met the attendance goal (the treatment group) and were administered the "Balloons" test; (2) 78.8% of the treatment group successfully completed 12 of 17 items on the test; and (3) 81% of the teacher ratings agreed that pupil success was attributable to the services of the instructional assistant. Results for first grade pupils indicated that: 208 pupils met the attendance requirement and were included in the program evaluation process; 50% of the evaluation sample achieved a gain of 3.0 normal curve equivalent (NCE) points or more in Total Reading; 80.7% of the pupils were promoted; and 71.4% of the teacher ratings agreed that pupil success was attributable to the instructional assistant. More than 90% of the kindergarten and first grade assistants rated the inservice meetings as informative and helpful for classroom use. Findings suggest continuation of the program with attention given to three recommendations to enhance program success. (Sixteen tables of data are included; three tables of data and evaluation and survey instruments are attached.) (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC