Responsive Environment Early Education Program (REEEP). Final Evaluation Report, 1976-1977 (Second Year).

Autor/inn/en	Askins, Billy E.; und weitere
Institution	Askins (B.E.) and Associates, Lubbock, TX.; Clovis Public Schools, NM.
Titel	Responsive Environment Early Education Program (REEEP). Final Evaluation Report, 1976-1977 (Second Year).
Quelle	(1977), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academically Handicapped; Bilingual Education; Demonstration Programs; Early Childhood Education; Handicapped Students; Inservice Teacher Education; Intervention; Language Acquisition; Outreach Programs; Personality Development; Preschool Education; Program Evaluation; School Readiness Tests; Self Concept; Social Development; Spanish Americans + Suchen Sie Ihr Suchwort? Schulleistung; Bilingual teaching; Bilingualer Unterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerfortbildung; Sprachaneignung; Spracherwerb; Jobcoaching; Personalilty development; Persönlichkeitsbildung; Persönlichkeitsentwicklung; Pre-school education; Vorschulerziehung; Programme evaluation; Programmevaluation; Selbstkonzept; Soziale Entwicklung
Abstract	Formerly the Responsive Environment Program for Spanish American Children, REEEP is an educational intervention program for "high risk" (of low birth weight) 3-, 4-, and 5-year-old children, living in the Clovis, New Mexico area. Goals of REEEP, an Elementary and Secondary Education Act Title III program, are: to prevent school failure with an intervention program which includes early identification and remediation of developmental learning deficiencies and to integrate handicapped children into the regular school program; to provide in-service training to selected early childhood and kindergarten teachers and aides employed by various New Mexico school districts; and to disseminate information concerning the program. Evaluation of student achievement was based on pre- and posttests using standardized tests which measured language development in Spanish and English, school readiness, and self-concept. In-service training and dissemination activities were subjectively evaluated using site visits, observations, records, and self-reports by the staff. Major findings included: students made significant gains in language development in English and school readiness; students indicated a positive and continuous growth concerning self-concept and social development; the variable making the greatest contribution to language development in English was IQ; and the in-service training provided to the 47 teachers and aides was extremely successful and effective. (Author/NQ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC