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Cultural lessons: Comparing an Afri...

Mayberry-Dunn, Theresa.

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Cultural lessons: Comparing an African-centered with a more traditional Head Start program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Cultural lessons: Comparing an African-centered with a more traditional Head Start program./
作者:	Mayberry-Dunn, Theresa.
面頁冊數:	185 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 1079.
Contained By:	Dissertation Abstracts International64-03A.
標題:	Social Work. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3083879

Cultural lessons: Comparing an African-centered with a more traditional Head Start program.
Mayberry-Dunn, Theresa.

Cultural lessons: Comparing an African-centered with a more traditional Head Start program. - 185 p.

Source: Dissertation Abstracts International, Volume: 64-03, Section: A, page: 1079.

Thesis (Ph.D.)--University of Illinois at Chicago, 2003.

An African-centered cultural model for preschool education is examined in this study of 3-, 4-, and 5-year-old African-American children from economically disadvantaged families. Children participated in either a traditional Head Start program or a specialized program that emphasized African culture, history, and values. Children were evaluated for cognitive development using the Early Screening Inventory (ESI) and for self-esteem using the Behavioral Assessment of Self Esteem (BASE). Measurement took place at the start of the academic year and was repeated approximately 8 months later. Teachers rated parent participation in the program and parents provided ratings of their satisfaction with their children's preschool experience. To verify that the two classrooms actually differed in curriculum and environment, extensive interview and observation data were collected and analyzed.Subjects--Topical Terms:

617587
Social Work.

Cultural lessons: Comparing an African-centered with a more traditional Head Start program.
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500 $a Adviser: James Gleeson.
502 $a Thesis (Ph.D.)--University of Illinois at Chicago, 2003.
520 $a An African-centered cultural model for preschool education is examined in this study of 3-, 4-, and 5-year-old African-American children from economically disadvantaged families. Children participated in either a traditional Head Start program or a specialized program that emphasized African culture, history, and values. Children were evaluated for cognitive development using the Early Screening Inventory (ESI) and for self-esteem using the Behavioral Assessment of Self Esteem (BASE). Measurement took place at the start of the academic year and was repeated approximately 8 months later. Teachers rated parent participation in the program and parents provided ratings of their satisfaction with their children's preschool experience. To verify that the two classrooms actually differed in curriculum and environment, extensive interview and observation data were collected and analyzed.
520 $a No significant effects were found for the two groups on the ESI or BASE scores. Parents from the traditional Head Start program received higher ratings for parental involvement than the parents from the African-centered program. No differences were observed in parent satisfaction. Classroom observations, parent and teacher focus groups, and document reviews revealed similarities and differences in the curriculum and environment of the two programs, and also provided illustrations and insights that aided in the interpretation of the quantitative findings. The results were discussed in terms of the impact of attrition on appropriately analyzing developmental outcomes. Measurement issues and biases were also discussed as possible influences on the results.
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