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dc.contributor.advisorRibble, Robert B.
dc.contributor.advisorBaker, Patricia E.
dc.contributor.authorBauer, Mary A.
dc.date.accessioned2021-09-08T14:11:20Z
dc.date.available2021-09-08T14:11:20Z
dc.date.issued5/1/1995
dc.identifier.urihttp://hdl.handle.net/20.500.12648/6601
dc.description.abstractIn 1984 a pre-first program was initiated at Chestnut Ridge Elementary School in the Churchville-Chili School District. Administrators and kindergarten and first grade teachers were concerned with the number of retentions (approximately 2006) of students at those levels as well as the number of children being labeled Learning Disabled. In an attempt to lower these numbers, kindergarten teachers were asked to identify students they felt would be at a high risk for retention or L.D. labelling by the end of first grade. Kindergarten students who were recognized by their teachers as being weak in areas such as attention span, language development, fine or gross motor control, worki habits. emotional or social development, or auditory or visual skills were recommended for placement in the pre-first program. From 1984 to 1993 a sufficient number of students were recommended to justify the pre-first classroom
dc.subjectLanguage Development
dc.subjectGross Motor Skills
dc.subjectKindergarten
dc.subjectChurchville-Chili School District (NY)
dc.titleEvaluation of a Pre-Test Program
dc.typethesis
refterms.dateFOA2021-09-08T14:11:20Z
dc.description.institutionSUNY Brockport
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleMaster's Theses
dc.languate.isoen_US


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