Return-Path: <nifl-family@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id gBHCi3X21365; Tue, 17 Dec 2002 07:44:03 -0500 (EST) Date: Tue, 17 Dec 2002 07:44:03 -0500 (EST) Message-Id: <NCBBKFFJMKFIFAGAFGNEOEKDDFAA.jlee@famlit.org> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-family@literacy.nifl.gov Originator: nifl-family@literacy.nifl.gov Sender: nifl-family@literacy.nifl.gov Precedence: bulk From: "Jon Lee" <jlee@famlit.org> To: Multiple recipients of list <nifl-family@literacy.nifl.gov> Subject: [NIFL-FAMILY:1348] Clips and Cross Posts X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook IMO, Build 9.0.2416 (9.0.2911.0) Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3808 Lines: 85 Just in case you haven't read this. http://ecrp.uiuc.edu/v4n1/marcon.html This is a summary of the article: PRESCHOOL MODELS AND CHILDREN'S LATER SUCCESS IN SCHOOL Noting that preschools are under increasing pressure to offer instruction in basic academic skills to help improve the academic performance of American schoolchildren, researcher Rebecca Marcon of the University of North Florida sheds light on the continuing debate over teacher-directed versus child-centered preschool models in an article recently published in the Internet journal "Early Childhood Research & Practice." In a follow-up study of children in an urban school district, Marcon looked at these children as they prepared to leave the primary grades and again a year later when they were scheduled to enter fourth grade. The study examined children's report card grades, retention rates, and special education placement. The sample was 96% African American and 54% female, with 75% of the children qualifying for subsidized school lunch and 73% living in single-parent families. Three groupings were selected as examples of the divergent preschool models operating in an urban school system: children who had (1) child development-oriented teachers who facilitated learning by allowing children to actively direct the focus of their learning, (2) more academically oriented teachers who preferred more direct instruction and teacher-directed learning experiences, and (3) teachers whose beliefs and practices fell in between the other two contrasting models by endorsing a combination approach. Marcon found no significant differences in the academic performance of children who participated in any of the three preschool models at the end of their fifth year in school; however, by the end of their sixth year in school, children whose preschool experiences had been academically directed earned significantly lower grades compared to children who had attended child-initiated preschool classes. Marcon concluded that children's later school success appears to have been enhanced by more active, child-initiated early learning experiences, and their progress may have been slowed by overly academic preschool experiences that introduced formalized learning experiences too early for most children. As Marcon notes, "Pushing children too soon may actually backfire when children move into the later elementary school grades and are required to think more independently and take on greater responsibility for their own learning process." The complete article, "Moving up the Grades: Relationship between Preschool Model and Later School Success," is available on the Internet at http://ecrp.uiuc.edu/v4n1/marcon.html. From: ASCD Smartbrief December 16, 2002 Practitioners' Perspectives One of the most beneficial professional development experiences is working with colleagues in solving problems, exploring issues, and sharing wisdom that comes from experience. Practitioners' Perspectives provides you with an opportunity to conduct these types of discussions and problem-solving sessions online, from the convenience of your school or home computer. http://webboard.ascd.org:8080/~pperspectives From: NIFL Assessment List Governor, Education Commissioner Launch Program to Reform Student Assessment PISCATAWAY, November 15, 2002 Governor James E. McGreevey and Commissioner of Education William Librera today announced a project to pilot a new method of assessing student progress toward New Jersey's academic standards. http://www.state.nj.us/njded/news/1115create.htm Have a good day! Jon Lee Training Specialist NIFL-Family list moderator National Center for Family Literacy 325 West Main St, Suite 300 Louisville, KY 40202-4237 Phone: 502.584.1133 x175 Fax: 502.584.0172 jlee@famlit.org http://www.famlit.org
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