Showing papers on "Disadvantaged published in 1976"

Relations of Divergent Thinking and Intelligence Test Scores with Social and Nonsocial Make-Believe Play of Preschool Children.

Abstract: Test estimates of intelligence and divergent thinking are compared with observations of social and nonsocial make-believe play in a sample of 63 socially and economically disadvantaged preschool children. Controlling for the effects of age, indices of cognitive ability correlated positively and significantly with social make-believe play but not with solitary make-believe play. Uses Task performance scored for fanciful uses, but not for common uses, related to social fantasy play. Results suggest that social interaction is an important component in the relationship of fantasy play to cognitive development. A component of divergent thinking related to metaphorical or fantasy production appears to be a useful predictor of the propensity for sociodramatic play.

Utilization of a Piagetian Approach in the Investigation of Early Experience Effects: A Research Strategy and Some Illustrative Data.

Abstract: The purpose of the present paper is, first, to illustrate the utility of a Piaget-influenced research strategy in overcoming current meth odological problems in human experience research and, second, to present some illustrative data in this area. An appropriate beginning would be a look at the current status of our knowledge on the role of experience in early cognitive-intellec tual development. A review of what we actually know is at best a sobering and depressing experience. In terms of the available re search evidence, one major difficulty is the existence of some crucial gaps in our knowledge. To quote from a recent review paper by White (1969a) "We are appallingly ignorant of ... (1) What infants are like, (2) What their worlds are like, or (3) How environmental circumstances and resulting experiences affect the development of an infant's abilities (p. 53)." Even when evidence is available, the evidence more often than not is completely contradictory. Thus, in terms of the question of when the effects of living in a disadvantaged environment begin to affect cognitive abilities, it can be unequivocally stated that these effects first become manifest at four months of age (Pasamanick, 1946), at eleven months of age (Wachs, Uzgiris & Hunt, 1971), not until 18 months of age but certainly before three years of age (Hind ley, 1961), at age 3 years though not earlier (Golden, Birns, Bridger, & Moss, 1971) and certainly not earlier than 3 years, 8 months

In search of fair selection procedures

Abstract: Prior to 1971 the primary notions of what constitutes unfair test use in selection (commonly labeled test bias) were reasonably consistent, at least among specialists in measurement. As summarized by Bray and Moses, "The key question turned out to be whether test scores meant the same thing in terms of their predictions of job performance for those who were disadvantaged and those who were not" (1972, p. 548). For other purposes "job" might be replaced by "educational" and "disadvantaged" by "members of a minority group" but otherwise the Bray and Moses statement could apply to selection in educational as well as employment settings. The most commonly used approach for evaluating whether test scores meant the same thing in terms of prediction for members of different groups was based on what Petersen and Novick (1976) refer to as the Regression Model. This model, which has sometimes been referred to as the Cleary Model (1968), enjoyed fairly general acceptance with some minor deviations. Assuming a linear regression model, the prediction systems for different subgroups

The Differing Nature of Consumerism in the Ghetto

Abstract: Does a consumer movement that is white and middle class benefit those who are not white and not middle class? This paper argues that the movement is not likely, and perhaps ought not, to have major impact on ghetto consumer problems since those problems too often are qualitatively, not just quantitatively, different from those of the white middle class. Middle class misunderstanding of disadvantaged consumers' problems offers the strong suggestion that middle class involvement in problem solutions may make the situation worse not better.

Cost and Performance of Computer-Assisted Instruction for Education of Disadvantaged Children.

Abstract: MF-$0.65 HC-$3.29 Achievement Gains; Arithmetic; *Computer Assisted Instruction; *Disadvantaged Youth; *Evaluation; Instructional Media; Program Costs; Reading; *Research This paper is divided into three sections. The first section describes three programs in computer-assisted instruction (CAI) that have been developed by the Institute for Mathematical Studies in the Social Sciences at Stanford University and have performed well with underachieving children. These programs are in elementary arithmetic, initial reading, and computer programing for high school students. The second section, the major part of this paper, reports a detailed evaluation of these programs. Two criteria for successful performance are examined: simple achievement gain, and reduction of achievement inequality. The final section deals with the problem of making CAI available in rural as well as urban areas, and attempts a realistic assessment of the total costs. An estimate is also made of the increase in student to teacher ratio required to provide CAI without an increase in expenditure per student. (MM) U.S. DEPARTMENT OF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW on OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR pouce Graduate School of Business

Helping Disadvantaged Children Learn to Read by Teaching Them Phoneme Identification Skills.

Abstract: The rationale, development, and implementation of a reading program designed to teach disadvantaged children the skills prerequisite to learning to road are discussed in this paper. Of particular importance are skills in the recognition and manipulation of basic speech sounds, phonemes. The first of the program's three parts takes two and one-half months and consists of learning to recognize starting phonemes in words, recognizing letter shapes, and connecting the letter shapes with their phonemes. Curing the second part of the program, occupying approximately two or three weeks, children learn to blend phonemes into words, gaining practice in recognizing and manipulating phonemes in any position within a word. In the third part of the program, lasting through the remainder of the school year, children meet stringent mastery standards for reading with comprehension and learn new words by means cf the techniques developed in the first two stages of instruction. When the program vas used at tvo Chicago inner city schools, vast of the students shoved marked reading improvement. Discussion following presentation of the paper is included. 0114 *********************************************************************** Reproductions supplied by RDAS are the best that can be made from the original dominant. ***************************************************secomms********* Is US DEPARTMENT OF EDUCATION &WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN. TIN6 IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT IIFFiCiAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY Helping Disadvantaged Children Learn to Read by Teaching Them Phoneme Identification Skills Michael A. Wallach and Lise Wallach° .Yi (aN milimo

Relational and behavioral interventions with economically disadvantaged toddlers.

Abstract: Matched groups of children, ages 12-24 months, referred for early social or verbal developmental lags or home-environment problems, participated either in a center-based "relational" or a home-based "behavior modification" intervention. Although both programs accelerated youngsters' intellectual development, there were few differences between groups on the criterion change measures.

7: Toward Comprehension of Curricular Realities:

Abstract: This chapter reviews research on the curriculum for elementary and secondary education published in English during the period 1969-1975. Studies of particular curricula such as those for mathematics, social studies, the visually handicapped, the disadvantaged, and the like have been excluded from consideration for practical reasons: The volume of this literature is too great, and the literature is too scattered to permit a comprehensive review in the time and space available. Evaluation studies of particular curricula have been excluded for the same reason. The studies to be surveyed, therefore, have in common some sort of generality with regard to curricular elements; they all seek an understanding of curricula in general which transcends the characteristics of any single curriculum. All work concerned with curriculum matters must somehow cope with the fact that there is no consensus on just which matters are curricular and which are not, which are centrally curricular and which are only peripherally so. I have chosen to let those who have identified their work with the term "curriculum" define the initial boundaries of that term for this review. If an author

Prediction of college achievement among mexican‐american students in california

Abstract: Equations for the prediction of college grades from test scores and high school grades were compared for Mexican-Americans and other students at three universities of the California State University and Colleges system. With rare exceptions, regression equations for the prediction of grades for Mexican-Americans did not differ from those for other students at the freshman, sophomore, or junior level. The prediction of senior year grades did require different equations for Mexican-Americans, but the direction of the difference was reversed at the two universities involved. The need for separate prediction equations for Mexican-American applicants to college is not supported. Nevertheless, the modest size of the multiple correlation coefficients, usually in the range from .30 to .50, suggests that considerations other than test scores and prior grades should enter admission decisions. The few comparisons across universities did not indicate a need for different equations for different institutions, but a difference in grade distributions at the two institutions compared suggests that the question be examined again with more substantial data. Men and women differed in their prediction equations, although neither sex was consistently over-nor underpredicted. Men, however, almost invariably showed higher test scores and lower grades at all levels than did women.

Nutritional Supplementation of Disadvantaged Elementary-School Children

Abstract: Nutritional reinforcement of disadvantaged elementary-school children is a recognized objective. Increased emphasis over the past few years has been placed on institutional feeding programs to upgrade the nutrition of children considered to be at risk. 1,2 A traditional vehicle for attempting to improve the nutritional status of these youngsters is the "type A" school feeding program. This program represents one of the largest federal efforts in the field of public health, and is important in the nutrition of over 80% of the nation9s children. 3 Recent reports, however, indicate that the lunch program through the provision of one third of the daily requirements will not fully meet its objective of contributing to an improved nutritional profile in disadvantaged children, 4,5 It would, therefore, seem appropriate that in addition to providing lunch and an occasional breakfast in a conventional pattern, emphasis be placed on providing additional nutritional reinforcement through an acceptable, convenient, palatable, and nutritionally enriched supplement which would assist in improving the nutrition of children. 6 It is the purpose of this paper to report on the provision of a nutritionally fortified supplement, containing low lactose levels, to disadvantaged elementary-school children and the changes, if any, in: (1) hematocrit; (2) height; (3) weight; and (4) absenteeism in the supplemented and nonsupplemented children studied. METHODOLOGY Population The 177 children completely studied in the experimental school receiving the supplement represent all children in the first three grades remaining in school and participating in all elements of the study over the entire school year. The children ranged in age from 5.1 to 9.1 years.

Creatively Gifted and Disadvantaged Gifted Students

Abstract: on the Comprehensive Test of Basic Skills in the area in which his project proposal is being submitted. Coordinators are assigned by the school system to act as liaison among the teachers, county administrators, parents, and children. In proposals students are limited to asking for $150 and using local facilities. The best proposals are selected by a committee of community leaders. Criteria used for selection are the content of the proposal, its social relevance, its potential for success, and the impact it is likely to have

Recognition of the Gifted from Among Disadvantaged Asian Children.

Abstract: Recently, there has been increased attention upon the identification of gifted youngsters from low-income, minority groups. It appears that in spite of the economic, social, and language barriers characteristic of the &dquo;disadvantaged&dquo; poor, there are yet those individuals that perform above the level expected for their age and background or who show the potential for superior performance if given the encouragement and resources. The realization that there exists a potential number of gifted individuals from disadvantaged backgrounds has spurred educators of the gifted to direct their energy toward the identification and education of this special group of children (Torrance, 1968, 1973; Renzulli, 1971, 1973; Passow, 1972; and Gallegos, 1973). Consequently, the literature is replete with studies describing the disad-

Effective Strategies for Teaching Social Studies in Junior High School for Disadvantaged Students.

Abstract: Disussed are certain key problems that are involved which caase the socil -studies program to be rather difficult for disadvantaged students. The first set of problems is said to be inherent in the very nature of social studies: (1) reading in the social studies is more difficult than reading narrative materials which so often are stressed in a basal reading program; (2) culturally deprived students need a program of studies which satisfies their need for security through clear and simple methodology; (3) culturally deprived students need reassurance of repeated success experience6; and, (4) culturally deprived students are person oriented and need materials which place people--not generalizations--in the center of stage. Also discussed are the kind of teacher needed to teach disadvantaged students and the role of the teacher for disadvantaged students. (Author/JM)

Can TV Advertising Influence Employers to Hire or Train Disadvantaged Persons

Abstract: Campaign using prime time spots achieves higher recall and comprehension rates than is usual for informational campaigns.

Health Survey‐Disadvantaged Schools

Abstract: Roberts, R. W., Mack, J. and Woodhead, D. (1976). Aust. paediat, J., 12, 31–36. Health survey — disadvantaged schools. A health survey of 10 year olds in 3 ‘disadvantaged’ and 3 ‘non-disadvantaged’ schools in Western Australia is described. Little difference was found in physical growth and general nutrition between the two groups, but there were highly significant differences in behaviour. There was a trend in impaired physical growth in the most disadvantaged school population compared with the other 5. The findings are discussed.

The urban disadvantaged and the search for locational opportunity

Abstract: This article discusses how it has been contended for a long time that a positive relationship exists between the economic and social well-being of urban residents and the level of their spatial mobility. These arguments are commonly based on the observed low degree of car ownership prevailing among individuals and groups at the lower end of the socioeconomic scale. Furthermore, employment is traditionally held to be the key to socioeconomic status, and it is commonly attested that the unemployed are also the least mobile and that mobility is a major barrier to finding a suitable job. The objective of this article is to evaluate whether poor access, or lack of access, to transport modes hinders the ability of individuals to reach urban activities and to utilize available opportunities, therefore affecting their well-being and causing them to be disadvantaged. This evaluation is made by examining the following: Given the socioeconomic and transportation characteristics of urban residents, including income, age, access to an automobile, and employment status; (1) What are the relations between a set of spatial activities and the mode and frequency of travel to those activities? (2) How do factors like time, cost, and type of transport modes affect activity choice and activity priority? And (3) How do attitudes toward attributes of travel relate to these locational activities?

Using Parents as Teaching Partners.

Abstract: THE ROLE OF parents in affect ing children's success in reading is becoming increasingly recog nized. When Artley( 1975) asked 100 education majors if anyone or any thing beside teachers contributed to their interest and ability in reading, the overwhelming response was parents and family. Artley recom mended that parents be made "full fledged partners in the education process" through information on the school reading program and sugges tions of supplemental home activ ities. Similar recommendations have also been made by George Gallup (1975) and by Dorothy Rich (1973), as well as many others. In Montgomery County, Mary land, we at Title I (compensatory programs for the disadvantaged) be gan piloting ways in which parents could be involved as teaching part ners in the reading process. Our idea was to offer services that could be in corporated by a school reading teacher or specialist if a day or half day a week were scheduled for help ing parents help their children. The need for our programs was determined by a survey sent to our Title I parents in fifteen elementary schools in the spring of 1974. When asked what type of program they would be interested in attending, the greatest response was to "Learning what things I can do to help my child with reading skills." We began to plan Parents in Reading meetings for interested Title I parents, and also began develop ing other means to involve those parents who were not attending meetings. The program consists of a series of approximately five meetings on alternate weeks. The program has been adapted for parents of children

An approach to developing transport improvement proposals

Abstract: The paper presents a planning approach for identifying deficiencies in urban transport and developing remedial improvements. Equity and efficiency criteria are discussed with reference to the provision of public transport. The approach is applied to the Sydney metropolitan area to exemplify the identification of transport disadvantaged areas using market segmentation, and the generation of some low-cost public transport improvements in accordance with consumer preferences. Cost-benefit and financial analysis of the improvements are made to assess their impact on users and operators in the disadvantaged area. /Author/

Cross-Cultural Studies of Infant Intelligence

Abstract: It is no longer fashionable to talk of primitive tribes. Yet we can, and do, talk about whole groups of people as being disadvantaged, deprived, and with restricted word codes, ad nauseum. This review of cross-cultural studies of infant intelligence starts from a specific developmental bias: “People are different in important ways around the world; different societies need different types of children and adults; societies differ from each other.... We are impoverished, as human beings, even within our own culture, when we call differences in development ‘worse’ ” (Rebelsky, 1972, p. 130). This chapter first elaborates on this bias and then discusses the concept of intelligence in general and its application to cross-cultural research. Then we explore some specific issues and speculations in the field of cross-cultural infant intelligence.

Recruitment and Training of Ethnic Minorities in Psychology

Abstract: Two sets of values are presumed to be operating at cross purposes in the implementation of affirmative action programs. On the one hand, universities are committed to excellence by rewarding ability and quality productivity. On the other hand, universities have also committed themselves to the promotion of social justice by helping disadvantaged groups achieve parity. The conflict between these two persuasions have led some to label affirmative action perjoratively, "affirmative discrimination." The DeFunis case epitomizes the sentiment against affirmative action. Considerations for recruitment are discussed, including curriculum modification for a successful or more effective outcome.

A note on migration and employment.

Abstract: This paper examines the nature of the relation between migration and employment. A preliminary investigation confirms a previous observation that the employment rate of migrants is generally lower than that of non-migrants. A further analysis, however, suggests that this does not mean that migration has no effect on employment; in fact, the two appear to be strongly related. Migration enables some unemployed and initially disadvantaged persons to improve their employment status, making it more nearly comparable, though not equal, to that of the general population.