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Making Validated Educational Models Central in Preschool Standards.

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Bibliographic Details
Title: Making Validated Educational Models Central in Preschool Standards.
Language: English
Authors: Schweinhart, Lawrence J., High/Scope Educational Research Foundation, Ypsilanti, MI.
Availability: High/Scope Educational Research Foundation, 600 North River Street, Ypsilanti, MI 48198-2898. Tel: 734-485-2000; Fax: 734-485-0704; Web site: http://www.highscope.org. For full text: http://nieer.org/resources/research/schweinhart.pdf.
Peer Reviewed: N
Page Count: 24
Publication Date: 2002
Intended Audience: Practitioners; Policymakers
Document Type: Reports - Descriptive
Descriptors: Academic Standards, Definitions, Educational Practices, Educational Quality, Models, Preschool Curriculum, Preschool Education, Program Validation, Public Policy, Validated Programs
Abstract: This paper presents some ideas to preschool educators and policy makers about how to make validated educational models central in standards for preschool education and care programs that are available to all 3- and 4-year-olds. Defining an educational model as a coherent body of program practices, curriculum content, program and child, and teacher training, the paper notes that educational models are meant to contribute to all aspects of children's development, including intellectual, social, and physical development. A model is validated if its effectiveness in contributing to children's development has been scientifically confirmed. Replication of validated educational models is critical if the results these models promise are to be realized on a widespread basis; regulatory, professional, and outcomes-based standards all have roles in promoting such replication by supporting the role of independent model developers. The paper proposes seven key standards for validated educational models: comprehensiveness, documentation, internal consistency, capacity for faithful implementation, model effectiveness, training effectiveness, and capacity for and breadth of dissemination. (Contains 24 references.) (Author/KB)
Entry Date: 2003
Accession Number: ED470208
Database: ERIC
Description
Abstract:This paper presents some ideas to preschool educators and policy makers about how to make validated educational models central in standards for preschool education and care programs that are available to all 3- and 4-year-olds. Defining an educational model as a coherent body of program practices, curriculum content, program and child, and teacher training, the paper notes that educational models are meant to contribute to all aspects of children's development, including intellectual, social, and physical development. A model is validated if its effectiveness in contributing to children's development has been scientifically confirmed. Replication of validated educational models is critical if the results these models promise are to be realized on a widespread basis; regulatory, professional, and outcomes-based standards all have roles in promoting such replication by supporting the role of independent model developers. The paper proposes seven key standards for validated educational models: comprehensiveness, documentation, internal consistency, capacity for faithful implementation, model effectiveness, training effectiveness, and capacity for and breadth of dissemination. (Contains 24 references.) (Author/KB)