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The High/Scope Preschool Curriculum Comparison Study Through Age 23
出版High/Scope Press, 1997
主題Education / CurriculaEducation / Evaluation & AssessmentEducation / Schools / Levels / Early Childhood (incl. Preschool & Kindergarten)Education / Special Education / Behavioral, Emotional & Social DisabilitiesEducation / ResearchFamily & Relationships / Life Stages / School AgePsychology / Social Psychology
ISBN15737901769781573790178
URLhttp://books.google.com.hk/books?id=wexzQgAACAAJ&hl=&source=gbs_api
註釋This monograph presents the methods and results of the High/Scope Preschool Curriculum Comparison Study through Age 23, which compares the relative effectiveness of three preschool curriculum models: (1) direct instruction; (2) traditional nursery school; and (3) High/Scope. Part 1 of the monograph provides an overview of the study and surveys other curriculum comparison studies, especially those addressing antisocial behavior. Part 2 describes the study's methodology, including sample selection, assignment to and comparability of curriculum groups, common program characteristics, the curriculum models, documentation, instrumentation and data collection, data analysis techniques, and methodological criticisms and responses. Part 3 presents findings related to schooling, family, economic status, personal and community activities, and misconduct and crime. Findings indicate that the nursery school and High/Scope groups had significant advantages over the direct instruction group at age 23, with significantly fewer felony arrests, fewer years of special education for emotional impairment, and more members doing volunteer work. In comparison to the direct instruction group, the High/Scope group aspired to higher levels of education, and had more members living with their spouse, while the nursery school group ranked lower in number of suspensions from work. In comparison with each other, neither the High/Scope group nor the nursery school group showed a clear pattern of advantages at age 23. Part 4 addresses implications of the study findings, including direct instruction's teacher-dominated instructional practices and its failure to prevent crime. Commentaries by Rolf Loeber, George Morrison, Kathy Sylva, and Valora Washington are appended. Contains approximately 85 references. (KDFB)