Early designation of at-riskness: A follow-up study of developmental first-graders.

Persistent Link:
http://hdl.handle.net/10150/185508
Title:
Early designation of at-riskness: A follow-up study of developmental first-graders.
Author:
Callicotte, Nancy Rice
Issue Date:
1991
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
This study takes an in-depth look at five children who participated in a developmental first grade program after a year in kindergarten. The characteristics of the students that led to their placement in the developmental program, the program itself, and the school progress of the students in the three years following participation in the developmental program are described. Students included in the sample were selected on the basis of their consecutive attendance in the same school for a period of five years to permit a longitudinal perspective on the schooling experiences of children perceived to be at-risk of school failure in the early years of schooling. Availability of classroom teachers for interviewing was also a consideration in sample selection. Qualitative research methods were used to develop detailed case studies on each of the five children. Interviews were conducted with the students themselves, their parent(s), classroom teachers, special area teachers, and other school personnel having contact with each student. School records, including special education records when applicable, were reviewed. In addition to document analysis and interviews, the children were observed in their third grade classrooms. The study examined the characteristics demonstrated by young children perceived to be at-risk in the traditional school setting, their teachers' perceptions of them in subsequent years, and their school progress through third grade. Several issues emerged from the data. These were discussed along with suggestions for consideration by policy makers to more effectively meet the needs of young children perceived to be at-risk of school failure. Recommendations were made for further research.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Dissertations, Academic; Education, Elementary.
Degree Name:
Ed.D.
Degree Level:
doctoral
Degree Program:
Educational Foundations and Administration; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Sacken, Donal M.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleEarly designation of at-riskness: A follow-up study of developmental first-graders.en_US
dc.creatorCallicotte, Nancy Riceen_US
dc.contributor.authorCallicotte, Nancy Riceen_US
dc.date.issued1991en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThis study takes an in-depth look at five children who participated in a developmental first grade program after a year in kindergarten. The characteristics of the students that led to their placement in the developmental program, the program itself, and the school progress of the students in the three years following participation in the developmental program are described. Students included in the sample were selected on the basis of their consecutive attendance in the same school for a period of five years to permit a longitudinal perspective on the schooling experiences of children perceived to be at-risk of school failure in the early years of schooling. Availability of classroom teachers for interviewing was also a consideration in sample selection. Qualitative research methods were used to develop detailed case studies on each of the five children. Interviews were conducted with the students themselves, their parent(s), classroom teachers, special area teachers, and other school personnel having contact with each student. School records, including special education records when applicable, were reviewed. In addition to document analysis and interviews, the children were observed in their third grade classrooms. The study examined the characteristics demonstrated by young children perceived to be at-risk in the traditional school setting, their teachers' perceptions of them in subsequent years, and their school progress through third grade. Several issues emerged from the data. These were discussed along with suggestions for consideration by policy makers to more effectively meet the needs of young children perceived to be at-risk of school failure. Recommendations were made for further research.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectDissertations, Academicen_US
dc.subjectEducation, Elementary.en_US
thesis.degree.nameEd.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Foundations and Administrationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorSacken, Donal M.en_US
dc.contributor.committeememberAmes, Wilbur S.en_US
dc.contributor.committeememberMedina, Marcelloen_US
dc.identifier.proquest9136840en_US
dc.identifier.oclc711786969en_US
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