Kindergarten Plus, 1992-93: Phase II Final Evaluation Report. OER Report.

Institution	New York City Board of Education, Brooklyn, NY. Office of Educational Research.
Titel	Kindergarten Plus, 1992-93: Phase II Final Evaluation Report. OER Report.
Quelle	(1993), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Developmentally Appropriate Practices; Disabilities; English (Second Language); Grouping (Instructional Purposes); Kindergarten; Mainstreaming; Multicultural Education; Parent Participation; Primary Education; Program Effectiveness; Program Evaluation; Staff Development; Teaching Methods; Urban Education + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Entwicklungsbezogene Bildung; Handicap; Behinderung; English as second language; English; Second Language; Englisch als Zweitsprache; Grouping; Gruppenbildung; Multikulturelle Erziehung; Elternmitwirkung; Primarbereich; Programme evaluation; Programmevaluation; Personnel development; Personalentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Stadtteilbezogenes Lernen
Abstract	Kindergarten Plus, a program for disabled and non-disabled kindergarten students in an integrated classroom setting, was implemented in 5 New York City classrooms serving 99 kindergartners. The program's implementation and student outcomes were evaluated at the end of the first year. Classroom observation and staff interviews revealed that the Kindergarten Plus program provided a developmentally appropriate learning environment that encouraged children's language, cognitive abilities, social skills, and emotional development. Teachers used an appropriate balance of small-group, individualized, and whole-group instruction, and a variety of child-directed and teacher-guided activities. Teachers also used English as a Second Language (ESL) and multicultural strategies and materials in the classroom, and participating ESL students showed substantial gains in English language proficiency. The high ratio of classroom staff to children allowed for more individualized attention to children, but also necessitated the use of team teaching and increased staff communication. A comparison of the Kindergarten Plus average attendance rate with the city-wide attendance rates revealed only minor differences. Program staff participated in a variety of staff development workshops and cited those on multicultural education, staff collaboration, and instructional strategies for integrated instruction as being most helpful. Parent workshops were offered at all of the Kindergarten Plus sites. Teachers gave high praise to the Kindergarten Plus program and maintained that the integrated setting helped both general education and special education children to work together and to respect similarities and differences in one another. (TJQ)
Anmerkungen	Office of Educational Research, Board of Education of the City of New York, 110 Livingston Street, Room 732, Brooklyn, NY 11201.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC