dr. ronald e. mcnair acknowledgements - University of St. Thomas

UST McNair Scholars Program Research Journal
their student’s progress through the planning element of
the plan-do-review routine. Planning allows the child to
select his or her activity while thinking through the actions
he or she will take with the help of the teacher. After
planning, children are given nearly two hours to carry out
their activities individually, with small groups, and
sometimes with the teacher. A group dialogue between the
children and their teacher following work time provides
space to reflect and review the previous two hours of
activity. Children also reflect through other means such as
drawing or writing. Throughout this process, the teacher
interacts in a way that causes children to engage deeper
within their learning. This interaction allows the teacher
time to observe each student and encourage the child based
on the teacher’s assessment of the child’s development. The
High/Scope method emphasizes the individual through
providing attention to each child’s level of development,
culture, and so on. The method focuses on allowing the
child to take an active role in his or her education by
pursuing his or her interests (Follari, 2007). Research has
proven the High/Scope model effective in long-term
scenarios such as increasing graduation rates, influencing
lower crime rates, and contributing to better employment
outcomes (Bierman et al., 2008).
The Creative Curriculum for Preschool.
The Creative Curriculum for Preschool takes a holistic
approach to working with the preschool age child with an
educational focus on literacy, math, science, social studies,
the arts, and technology (US Department of Education,
2009). Teaching Strategies, Inc., the founding organization
of the Creative Curriculum, emphasizes the role of research
in creating the curriculum (Teaching Strategies, Inc.,
2011). The child may explore any of the eleven areas of
interest within the classroom: blocks, dramatic play, toys
and games, art, library, discovery, sand and water, music
and movement, cooking, computers, and the outdoors
(U.S. Department of Education, 2009). Each area of
interest is associated with specific outcomes of learning and
corresponding interactions between the teacher and child
(U.S. Department of Education, 2009). “Studies” supple -
ment exploration of the areas of interest (U.S. Department
of Education, 2009). A study refers to a project that
examines an aspect of science or social studies, providing
an outlet for children to practice math, literacy, and other
32
skills (U.S. Department of Education, 2009). The teacher
observes children to guide their play and development,
though emphasis is given to child assessment (U.S.
Department of Education, 2009). The Creative Curriculum
provides a method from which teachers can expand upon
and modify to their classroom needs (Teaching Strategies,
Inc., 2011). A 2009 report by the What Works
Clearinghouse found that the Creative Curriculum had no
discernable effects on oral language, print knowledge,
phonological reasoning, or math skills, although Teaching
Strategies, Inc. cites improved classroom quality and
stronger academic and social-emotional skills when The
Creative Curriculum is used (U.S. Department of
Education, 2009).
REVIEW OF RESEARCH: EFFECTIVENESS OF HEAD START
Head Start requires frequent evaluation due to its status
as a federal aid program (Follari, 2007). From its inception,
Head Start has claimed commitment to research and
evaluation, though the Head Start program was not
thoroughly evaluated until 1998 when assessment was
mandated for reauthorization (Love et al., 2005). Research
prior to the 1998 study proved flawed and inconsistent
(Love et al., 2005). The Nixon administration even
considered phasing out the Head Start program after
various studies illustrated Head Start was having a small
effect (Zigler, Gordic, & Styfco, 2007). Still today, each
reauthorization revives discussion around whether or not
Head Start is meeting its intended goals and is effective in
providing successful early childhood education and services
to bridge the gap between children of various backgrounds
(Follari, 2007). However, the lack of clearly defined goals
by which Head Start operates has made assessment difficult
(Zigler, Gordic, & Styfco, 2007). Assessing whether or not
Head Start is successful in its vague goals has caused debate
and confusion throughout its history (Zigler, Gordic, &
Styfco, 2007). Little research was available to guide Head
Start’s creators in formatting goals for educating lowincome
children (Zigler, Gordic, & Styfco, 2007). This lack
of solid foundation causes variability and inconsistency of
quality in Head Start programs today (Zigler, Gordic, &
Styfco, 2007).
In the early 1990s, the Administration for Children and
Families (ACF), which oversees Head Start, increased the
emphasis placed on research within Head Start’s program