Using a Pre-School Screening Program in a Public School
Hutchins, Elizabeth Jackson
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https://hdl.handle.net/2142/65996
Description
Title
Using a Pre-School Screening Program in a Public School
Author(s)
Hutchins, Elizabeth Jackson
Issue Date
1980
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Early Childhood
Language
eng
Abstract
This research is a study of the consequences of using a pre-school screening program in a public school. It examined how a teacher, parents, kindergarten children, a school principal, and other school participants were involved in the uses of a pre-school screening program to structure school experiences, relationships, and events. The study was conducted in one small, rural elementary school that used a pre-school screening program with all entering kindergarten children. One research question guided the inquiry: What are the consequences of using a pre-school screening program in a public school?
A case study of one naturally occurring situation was the research methodology. Individual interviews, classroom and school observations, and interpretation of school records were used as data sources. Data gathering took place over a five-month period spent in one field site.
The case study documents seven issues that circumscribed the uses of the screening examination program in the study site: teaching ability, conformity and legitimacy, curriculum, knowledge and evidence, individualization, specialists and their ways of knowing, and program validity. Each issue contributed to the extent and kind of usage that the screening program had in the school.
The research concluded that there were eight consequences of using a screening program in a public school. The teacher's self-confidence in her ability to perform her teaching role was related to the screening program. The community legitimacy of the kindergarten program was related to using the screening program. Kindergarten curriculum content was highly correlated with pre-school screening examination content. The pace, sequence, and quantity of the curriculum that individual children received was often governed by the screening program. The screening program contributed to a valuing of the more measurable educational objectives. The screening program contributed to a valuing of direct instruction more than other available teaching methods. Children's and parents' initial impressions of schooling were related to the screening program. The screening program enabled the school district to meet selected state and federal regulations. The screening program was related to developing objectives for Individual Education Plans (IEP's) required for special needs students.
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