Michigan School Readiness Program Process Evaluation Report, 1994-95.

Autor/inn/en	Claus, Richard N.; Quimper, Barry E.
Institution	Saginaw Public Schools, MI. Dept. of Evaluation Services.
Titel	Michigan School Readiness Program Process Evaluation Report, 1994-95.
Quelle	(1995), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Observation Techniques; Cognitive Development; Cognitive Measurement; Cognitive Objectives; Early Intervention; Educational Assessment; Evaluation Criteria; Formative Evaluation; High Risk Students; Minimum Competencies; Parent Participation; Parent School Relationship; Parent Teacher Cooperation; Preschool Education; Program Effectiveness; Program Evaluation; Psychomotor Objectives; Teacher Evaluation; Young Children; Michigan + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Kognitives Lernziel; Education; assessment; Bewertungssystem; Problemschüler; Fundamentum; Mindestwissen; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Pre-school education; Vorschulerziehung; Programme evaluation; Programmevaluation; Psychomotorisches Lernziel; Teacher appraisal; Lehrerbeurteilung; Frühe Kindheit
Abstract	The Michigan School Readiness Program (MSRP) is a state-funded prekindergarten program in Saginaw for at-risk 4-year-old children. The overall goal of the program is to provide these 4-year-olds with an environment that will enable them to develop school readiness skills in seven program component areas: cognitive, psychomotor, affective, parent participation/education, curriculum, staff development, and community collaboration/participation. A process evaluation of MSRP was conducted in 1995. The observation-instrument evaluation focused on cognitive, psychomotor, parent participation/education, and language development activities in the classrooms. The evaluation revealed the following: (1) daily objectives were being met with the exception of gross motor coordination activities; (2) parent participation records were being maintained; and (3) teachers were employing language production/enhancement techniques but with wide variation in frequency across sites. The investigation concluded that these deficiencies might be addressed with an in-service on how to further extend restatements, and by ensuring that supervised gross motor coordination takes place on a daily basis. (Four appendixes present: (1) program participants by building as of February 13, 1995; (2) a narrative program description; (3) materials related to the observation instrument and associated checklists; and (4) classroom observations on teachers' use of language production/enhancement techniques for each site.) (SD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC