Showing papers on "Disadvantaged published in 1970"

Disadvantaged Children: Health, Nutrition and School Failure.

Abstract: Preparing the books to read every day is enjoyable for many people. However, there are still many people who also don't like reading. This is a problem. But, when you can support others to start reading, it will be better. One of the books that can be recommended for new readers is disadvantaged children health nutrition and school failure. This book is not kind of difficult book to read. It can be read and understand by the new readers.

Speech and Reading.

Abstract: Asked to contribute an article on reading and the disadvantaged pupil Michael Duane, ex-Headmaster of Risinghill, now lecturer at Garnett College of Education, writes: ‘If the article appears to sp...

Educational Intervention at Home by Mothers of Disadvantaged Infants.

Abstract: KARNES, MERLE B.; TESKA, JAMES A.; HODGINS, A-DREY S.; and BADGER, EARLADEEN D. Educational Intervention at Home by Mothers of Disadvantaged Infants. CHLD DEVELOPMENT, 1970, 41, 925-935. This report describes a program of early educational intervention implemented by mothers over a 15-month period to prevent the developmental deficiencies characteristic of disadvantaged children by the age of 3 or 4. Postintervention scores on the Stanford-Binet Intelligence Scale and the Illinois Test of Psycholinguistic Abilities of the 15 children whose mothers completed the program are compared with the performances of children of similar family backgrounds who received no intervention. In addition, the scores of 6 experimental children are compared with those obtained by their siblings prior to the mothers' enrollment in the training program. The performances of experimental children were significantly superior to those of both control groups.

2: Politics and Research: Evaluation of Social Action Programs In Education

Abstract: Although program evaluation is no novelty in education, its objects have changed radically. The national thrust against poverty and discrimination introduced a new phenomenon with which evaluators must deal: large-scale programs of social action in education. In addition to generating much activity in city schools, these programs produced considerable confusion whenever efforts were made to find out whether they were "working." The sources of the confusion are not hard to identify. Prior to 1964, the objects of evaluation in education consisted almost exclusively of small programs concerned with such things as curriculum development or teacher training: they generally occurred in a single school or school district, they sought to produce educational change on a limited scale, and they typically involved modest budgets and small research staffs. This all began to change in the mid-1960's, when the federal government and some states established broad educational improvement programs. The programs-such as Project Headstart, Title I of the 1965 ESEA, and Project Follow-Through-differ from the traditional objects of educational evaluation in several important respects: (I) they are social action programs, and as such are not focused narrowly on teachers' in-service training or on a science curriculum, but aim broadly at improving education for the disadvantaged; (2) the new programs are directed not at a school or a school district, but at millions of children, in thousands of schools in hundreds of school jurisdictions in all the states; (3) they are not conceived and executed by a teacher, principal, a superintendent, or a researcher-they were created by the Congress and are administered by federal agencies far from the school districts which actually design and conduct the individual projects.

The effects of four programs of classroom intervention on the intellectual and language development of 4-year-old disadvantaged children.

Abstract: Differential effects of four preschool programs were evaluated through pre-and post-batteries of standardized tests. The interventions represent levels of structure along a continuum from the traditional to the highly structured preschool. Results from all instruments differentiated among the programs, and clearly favored the highly structured preschool.

Cognitive Styles Pre-School Implications for the Disadvantaged

Abstract: Studies have indicated that the economically disadvantaged child has an impulsive, rather than a reflective, cognitive style. This impulsivity is similar to the behavior of the hyperkinetic, brain-injured child. Preschool programs for the disadvantaged have not taken account of the impulsivity of these children. It is suggested that further research be done to determine whether methods of teaching hyperactive, brain-injured children may be of value in teaching the disadvantaged

A Reexamination of Some Assumptions About the Language of the Disadvantaged Child.

Abstract: HOUSTON, SUSAN H. A Reexamination of Some Assumptions about the Language of the Disadvantaged Child. CHILD DEVELOPMENT, 1970, 41, 947-963. Although research on the language of the disadvantaged child is now receiving much impetus, few extant studies have been helpful to the teacher. Linguistic science has only recently become concerned with this topic; thus, most studies have been pursued without the requisite linguistic and sociolinguistic base. As a result, the field has developed a body of misconception and mythology centering around the notion of linguistic deprivation, and from this incorrect concept no useful correction programs can stem. The purpose of this article is to reexamine widely held misconceptions about disadvantaged-child language in light of modern linguistic and psycholinguistic advances.

Socioeconomic Background and Cognitive Functioning in Preschool Children.

Abstract: 32 advantaged and 32 disadvantaged 4-year-old children were administered a battery of tests including measures of general intellectual functioning, learning performance, impulsivity-reflectivity, ability to inhibit motor behavior upon request, and object exploratory behavior. The results supported the hypotheses that culturally disadvantaged preschool children would be less efficient in intellectual performance than advantaged children of the same age. The anticipated relation between Binet performance and paired associate learning was found. Only tentative support was found for the hypothesis that disadvantaged Ss would be more impulsive in response disposition. The data did not support the hypotheses that the culturally disadvantaged would inhibit their motor responses less upon verbal request or manifest less object curiosity than the advantaged children.

The Culture of Poverty: An Adjustive Dimension

Abstract: merely situational responses to extreme poverty and other forms of deprivation. The data in this paper, derived from interviews with a sample of the Negro population of Philadelphia, indicate that Negroes living in poverty hold attitudes that can be characterized as a "subculture of poverty." On the other hand, the data also suggest that such attitudes represent but one segment of the total range of attitudes and reference values held by this population, many of which are shared by the larger society. Furthermore, the evidence indicates that these attitudes serve to maintain the mental health of those living in a severely disadvantaged social situation. [deviant behavior, Negro, poverty]

Disadvantaged Children: Health, Nutrition and School Failure.

Abstract: This book is a passionate plea for social change and political action, a call to conscience, a reading of our lack of true concern for the needs of poor children. As the richest nation in the world... we have prescribed a large dose of verbiage minimally sweetened with money to whichever aspect of a problem currently forces itself upon public notice. At the same time, it is a scientific treatise on the relationships between environmental factors associated with the culture of poverty and the potential of poor children. In the preface, the authors state: we have written this book to call attention to the health problems which underly the school failure of impoverished children... what we hope for is a change from the wistful notion that expressions of good will and a national verbal commitment are sufficient to reduce the spreading problems which are festering along our back

Learning by Teaching.

Abstract: A sixth grader who reads at a first or second grade level might be rebelliously indignant if he were asked to increase his reading skills by using primers appropriate to his reading level. However, when he is asked to take on the role of teacher with a first or second grade child who needs help, the same materials become part of a program invested with status and responsibility. In this manner, the older child is given the opportunity of building up his self-confidence even as he builds his reading skills. The value of such a practice has gained recognition among educators. During the past few years, the use of fifth and sixth grade students to help children in the primary grades develop reading skills has become an increasingly accepted practice. Riess man (1965) called attention to the unique dual value of this procedure, which benefits both the tutor and the tutee. This tutor ial technique was a major element contributing to the success of the Homework Helper Program, "Mobilization of Youth," a delinquency prevention project on New York's Lower East Side. As Cloward (1966) points out, the technique also has important advantages for the younger child, where the value of having an individual tutor cannot be measured in terms of the acquisition of skills alone. For example, if the tutor is a male, he can serve as a model for the younger boy. This is especially important for disadvantaged children who often have no appropriate male figure at home. There are undoubtedly sound reasons for the adoption of the tutoring procedure, yet surprisingly little attention has been given to improving the effectiveness of the tutorial programs. Ellson, Barber, Engle, and Kampwerth (1965) cite a series of experiments in which a wide range of non-professionals, from retarded teen agers to college graduates, successfully tutored both retarded and normal children in kindergarten and first grade. However, these investigators were primarily interested in the impact on the stu dents tutored, rather than the gains made by those doing the 403

Teacher education in the United States of America

Abstract: Teacher education in the United States, and undoubtedly in other countries as well, is more profoundly affected by shifts and developments in the wider intellectual and social world than by any changes, no matter what their magnitude, in educational theory and teaching techniques. Current practices in the preparation of teachers, therefore, cannot be understood without references to such external influences as, to cite only a few, the teacher shortage of the fifties and early sixties, the post-sputnik anxiety about how well our schools were doing, the efflorescence in the behavioural sciences, the so-called explosion of knowledge in all fields, and the concentration of educationally disadvantaged children in the central cities. Once it is assumed that teacher preparation reflects changes in the broader world, any attempt to outline recent trends and developments inevitably becomes arbitrary and partial. However, the factors enumerated and discussed below are, at least, germane to the problem.

Teaching Word Recognition to Disadvantaged Boys

Abstract: Presented here are the results of an experiment to assess whether the use of teaching approaches consistent with the auditory or visual perceptual strengths of boys considered economically disadvantaged would facilitate their ability to learn and retain a list of unknown words The sample of 105 subjects included one group of 20 boys demonstrating visual strengths and auditory weaknesses and another group of 20 boys with the opposite perceptual pattern Subjects were taught to recognize 15 words by a visual or sight-word approach, and another set of 15 words by an auditory or phonic teaching method Results failed to support the predicted interaction between perceptual aptitudes and teaching methods Findings revealed, however, a trend toward more efficient learning under the visual teaching method Results are related to other recent studies suggesting that disadvantaged children may learn more efficiently from a visual presentation of verbal material than from an auditory teaching method

4: Disadvantaged Rural Youth

Abstract: Previous research reviewers have tended to overlook the rural student and the characteristics which may be unique to him and his situation. In this chapter, I attempt to identify those characteristics which, because they are unique, tend to cause the student in rural areas to become disadvantaged. During the last few years, a considerable amount of material was written about rural America, but little of it was based upon research. Although adequate research design is lacking in many of the studies, they do tend to give the best picture available of the rural student. Much of the material cited in this article is not available in published journals; it came from fugitive documents of limited circulation which fortunately are available through the ERIC system. A number of writers pointed out that rurality by its very nature may have caused pupils to be disadvantaged. Ackerson (1967) stated at the National Outlook Conference on Rural Youth that the incidence of incentive to remain in high school or in college was evidently not as great in rural America, as shown by the high dropout rate, and in all too many cases, the educational and vocational opportunities offered to rural young people were quite limited. Lamanna and Samora (1967) obtained similar findings in a study of Mexican American youth. They found that rural or urban residence was strongly related to educational status. Urban residents were almost always better educated than rural residents, regardless of sex, age, maturity, race, or parentage. It is difficult to make broad generalizations other than those previously mentioned, concerning disadvantaged rural students. Such groups as the mountain folk of the Appalachian region, the Southern rural Negroes, the American Indians, or the Spanish-speaking youth of the Southwest have special problems. In addition, characteristics are often quite different for persons within the major groupings. Berman (1965) noted that it was invalid to consider all Indian students, no matter which tribal affiliation they maintained, as \"just Indians\" and to prepare an over-all program which purported to be adapted to the \"Indian population.\" Similarly, it is not acceptable to lump all Spanish-speaking students together under

Feasibility of Cloze techniques for teaching and evaluating culturally disadvantaged beginning readers.

Abstract: (1970). Feasibility of Cloze Techniques for Teaching and Evaluating Culturally Disadvantaged Beginning Readers. The Journal of Social Psychology: Vol. 82, No. 2, pp. 205-214.

Life Skills: Structured Counseling for the Disadvantaged.

Abstract: The difficult life problems of disadvantaged adults and adolescents are not easily resolved through traditional unstructured counseling methods. The Life Skills counseling program provides a structured means of helping disadvantaged groups acquire the necessary experience, knowledge, and skill to cope effectively with the psychosocial aspects of personal development, parenthood, and citizenship. Life Skills counseling employs a life problem-derived curriculum and a four-stage learning model which integrates counseling and teaching functions as it facilitates problem-solving through inductive and deductive modes of inquiry and application.

Neurological Aspects of Learning Disabilities: A Case for the Disadvantaged

Abstract: While we tend to agree that learning disabilities include neurological factors, we do not understand the relationships of these symptoms to different socio-economic groups, nor to various nutrition components. The result is a neglect of low-income children who demonstrate the symptoms of learning disabilities but have symptoms confounding the diagnosis. Similar materials, however, produce desired results both for advantaged and disadvantaged children regardless of the source of the learning disability.

The disadvantaged urban child in India

Abstract: The situation of disadvantaged urban children in India should be seen in the overall context of the country's growing urban population and increasing urban poverty. About 42 million people, representing 20 per cent of the total urban population, had incomes that fell below the poverty line in 1988. Of the 71 million urban children (1992) 0-14 years of age, an overwhelming 15 to 18 million live in slums. Beyond the general picture of urban children, this report provides a more detailed analysis of specific categories of at-risk children, such as working children, street children and other disadvantaged children in need of care and protection.