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| Weikart, David P. | 6 |
| Schweinhart, Lawrence J. | 4 |
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| Journal Articles | 5 |
| Reports - Research | 3 |
| Reports - Evaluative | 2 |
| Reports - Descriptive | 1 |
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| Administrators | 1 |
| Practitioners | 1 |
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Weikart, David P.; Schweinhart, Lawrence J. – Principal, 1986
Discusses a study of three high-quality curriculum models designed for disadvantaged preschoolers: programed learning, open-framework (teacher and child-initiated activities), and child-centered. While the study showed that diverse curriculum models can be equally effective, the age 15 data point to child-initiated learning activities as most…
Descriptors: Academic Achievement, Curriculum Research, Economically Disadvantaged, Outcomes of Education
Peer reviewedWeikart, David P. – Early Child Development and Care, 1988
Provides synopsis of the High/Scope curriculum research. Presents findings on the three programs studied: child-centered, open-framework, and programmed learning. Reports no academic differences, but significant social-behavioral outcomes. Argues that high quality early childhood education programs take a child-initiated learning approach. (DE)
Descriptors: Academic Achievement, Comparative Analysis, Curriculum Evaluation, Early Childhood Education
Peer reviewedSchweinhart, Lawrence J.; Weikart, David P. – Educational Leadership, 1999
The High/Scope educational approach emphasizes child-initiated learning activities for preschool/elementary school children. A research study shows that compared to children receiving direct instruction, High/Scope kids later showed more prosocial and less antisocial behaviors. Another study showed that poor High/Scope students had better…
Descriptors: Academic Achievement, Basic Skills, Early Childhood Education, High Risk Students
Weikart, David P. – 1989
This report analyzes the long-term benefits, to children and society, of high-quality early childhood education. Specifically, it explores the contribution which these programs can make as a long-term social investment and as a means of ameliorating the effects of poverty. Evidence for the outcomes of such programs comes from a long-term study of…
Descriptors: Disadvantaged Youth, Early Childhood Education, Longitudinal Studies, Outcomes of Education
Peer reviewedSchweinhart, Lawrence J.; Weikart, David P. – Educational Leadership, 1998
Assesses effectiveness of three preschool curriculum models by examining the lives of 68 23-year-olds randomly assigned to one such group as economically disadvantaged preschoolers. Young people experienced fewer emotional problems and felony arrests if they had attended a preschool program based on child-initiated learning activities geared to…
Descriptors: Child Development, Developmentally Appropriate Practices, Economically Disadvantaged, Emotional Problems
Peer reviewedWeikart, David P.; Schweinhart, Lawrence J. – New Directions for Child Development, 1991
Discusses High/Scope Preschool Curriculum Comparison study, which was designed to test impact of major methods of curriculum. Three models used differed in degree of initiative expected of child and teacher. Sixty-eight children of 3-15 years were studied. Results showed that child-initiated learning models led to high quality academic results and…
Descriptors: Academic Achievement, Early Childhood Education, Educational Quality, Educationally Disadvantaged
