NCCRESt

part of the Education Reform Networks

You are in: Subject —>

Early Intervention

• "Critical Perspectives on Project Head Start: Revisioning the Hope and Challenge," edited by Jeanne Ellsworth and Lynda Ames. Book Review
  Describes Ellsworth and Ames' edited book as an eclectic collection including historical, ethnographic, autobiographical, empirical, and self-reflective texts. Maintains that although the book is an important contribution to the literature by placing current practices into historical and social context, thereby leading to a more critical view of the revered program, the work omits an economic view.
• Critical Perspectives on Project Head Start: Revisioning the Hope and Challenge. SUNY Series, Youth Social Services, Schooling, and Public Policy
  This book offers critical perspective on the complex dynamics of politics, class, gender, power, race, and ethnicity in Project Head Start. Moving beyond the literature on Head Start's effects on children's achievement, the volume considers how the program has operated with families, in communities, and with other institutions.
• Fishes, Ferdinand, and Flannelgraph Fun: Using Literature as an Intervention
  School psychologists are seeking ways to expand their role in regular education, and to find new intervention techniques for working with at-risk and exceptional students. Literature may be used to introduce specific topics for discussion, to increase interest in reading for at-risk students, to build readiness skills, to reinforce classroom learning, or as a demonstration of techniques for the teacher.
• Follow-up of Children from Academic and Cognitive Preschool Curricula at Age 9.
  This study reports on cognitive, academic, and social outcomes at age 9 years for a group of 141 children who participated in two highly contrasting early intervention programs, mediated learning (ML) and direct instruction (DI). Consistent with results at the end of intervention, no main-effect differences between the two groups were obtained.
• Project Bridge: Preparing African-American Teachers To Work with Young Children with Disabilities and Their Families. Final Report
  This final report describes the activities and outcomes of a federally funded project that was designed to prepare African-American students at the graduate level as teachers in Early Childhood Special Education (ECSE), who would be capable of meeting the special education needs of young children with disabilities, ages birth through five, and their families. The project was specifically designed to assist in alleviating chronic shortages of teachers from culturally and linguistically diverse backgrounds teaching children from similar backgrounds, in Florida and particularly in Miami-Dade County.
• Rural Goals 2000: Building Programs That Work. Conference Proceedings of the American Council on Rural Special Education (ACRES) (Baltimore, Maryland, March 20-23, 1996)
  This proceedings contains 67 conference papers on rural special education. Papers present the newest and most innovative promising practices for rural special education, current research, contemporary discussions of theory or theory development, and topics of timely concern.
• Tracking/Monitoring Program To Enhance Multicultural Student Retention
  The StudentPal program is a student tracking system developed jointly by the Multicultural Affairs program and High Technology Center at Glendale Community College, in Arizona. The program uses computer-assisted tracking to target students and various student characteristics and identify at-risk factors to improve the retention and success of multicultural/minority students.