A Longitudinal Investigation of Montessori and Traditional Prekindergarten Training with Inner City Children: A Comparative Assessment of Learning Outcomes. Three Part Study.

Autor/in	Berger, Barbara
Institution	Center for Urban Education, New York, NY.
Titel	A Longitudinal Investigation of Montessori and Traditional Prekindergarten Training with Inner City Children: A Comparative Assessment of Learning Outcomes. Three Part Study.
Quelle	(1969), (164 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Cognitive Development; Comparative Analysis; Disadvantaged; Educational Research; Inner City; Intervention; Longitudinal Studies; Perceptual Development; Preschool Children; Preschool Education; Program Evaluation; Teacher Evaluation; Urban Population + Suchen Sie Ihr Suchwort? Klassenführung; Kognitive Entwicklung; Bildungsforschung; Pädagogische Forschung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Wahrnehmungsentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Programme evaluation; Programmevaluation; Teacher appraisal; Lehrerbeurteilung; Stadtbevölkerung
Abstract	This research investigates the learning impact of Montessori prekindergarten training as compared to traditional approaches with economically deprived Puerto Rican and Negro children. The three-part, 156-page monograph includes a 22-page introduction to Parts I and II, and a 37-page appendix to Part I. Parts I and II assess training effects of the first year of schooling, focusing on children beginning prekindergarten at approximately 4 to 4 1/2 years of age. The basic research design also includes an evaluation of training for children beginning school at 3 to 3 1/2 years. Part I contains an evaluation of perceptual and cognitive abilities. Part II investigates pupil preference for cognitive styles typifying ego strength in the young child and relevant for autonomous problem-solving strategies. Part III includes a follow-up assessment conducted at the end of kindergarten in order to investigate the cumulative effects of training over a longer period of schooling. The appendix to Part I contains age, sex, and ethnicity trends for the population investigated, a 25-page description of the test battery, a sample teaching log monthly checklist, and a list of sample questions for teacher interviews. The monograph also includes a list of 54 references used for Parts I, II, and III. (JF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC