Project Follow Through: A Case Study of Contingencies Influencing Instructional Practices of the Educational Establishment
Item
Title
Project Follow Through: A Case Study of Contingencies Influencing Instructional Practices of the Educational Establishment
Abstract/Description
Project Follow Through, originally conceived in 1967 as a social action program to extend Head Start into the primary grades, became an educational experiment aimed at finding effective methods for educating disadvantaged children. Follow Through, in effect, created a national learning laboratory, providing a unique opportunity to study the effectiveness of a variety of educational methods. The results indicated that the Direct Instruction model and, to a lesser degree, the Behavior Analysis model provided viable solutions to the problem of teaching disadvantaged children. Yet the results of the Follow Through evaluation have been virtually ignored by the educational establishment. This paper presents a case history of Project Follow Through and examines the factors that have led the educational establishment to ignore teaching methods that are effective in raising the academic achievement of disadvantaged children.
Author/creator
Date
Series
Publisher
Cambridge Center for Behavioral Studies
Resource type
Background/Context
Medium
Print
Background/context type
Historical
Policy
Primary national context
ISBN
978-1-881317-04-3
Citation
Watkins, C. L. (1997). Project Follow Through: A Case Study of Contingencies Influencing Instructional Practices of the Educational Establishment. Cambridge Center for Behavioral Studies.
Resource status/form
Published Text
Num pages
103
Call number
LC4091 .W38 1997
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