Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

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Driessen Research

Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

Geert Driessen & Virgie Withagen (1998) T&T Taalvariatie en onderwijsprestaties van autochtone basisschoolleerlingen.

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SAMENVATTING Voor- en Vroegschoolse Educatie (VVE) richt zich op het voorkomen van achterstanden die het gevolg zijn van sociaal-etnische gezinsomstandigheden. De claim is dat het daarin effectief kan zijn, mits het van hoge kwaliteit is. Ondanks de input van vele miljarden zijn de achterstanden de afgelopen decennia echter alleen maar gegroeid. De vraag die hier gesteld wordt is daarom of die claim wel terecht is. Daartoe wordt de externe validiteit van het meest geciteerde voorschoolse programma, het Perry Preschool Project, onder de loep genomen. Kunnen de resultaten daarvan echt in die mate worden gegeneraliseerd als wordt geclaimd? Kernwoorden: Voor- en Vroegschoolse Educatie; VVE; onderwijsachterstanden; Perry Preschool; James Heckman; generalisatie; externe validiteit SUMMARY Preschool Education programs aim at preventing educational delays resulting from socioethnic disadvantage in the home environment of young children. Proponents claim that such programs can be effective, provided they are of high quality. Despite the investment of huge budgets, the educational gap between socioeconomically deprived families and their wealthier counterparts still is widening. The question therefore is whether the programs’ claim is justified. This article focuses on the external validity of the most cited preschool program, the High/Scope Perry Preschool Project. Is it really possible to generalize its findings to other programs, settings and conditions, and target groups, as is being claimed? Keywords: Pre- and Early School Education; educational disadvantage; Perry Preschool; High/Scope; James Heckman; generalization; external validity Pre-print van: Driessen, G. (2024). De generaliseerbaarheid van een VVE-modelprogramma. Heckmans dubieuze claims. Orthopedagogiek: Onderzoek en Praktijk, 63(1), 18-29. ISSN 2211-6273 https://orthopedagogiek.eu/

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The primary goal of pre- and early-school programs is to prevent young children from socioeconomically disadvantage backgrounds to start school already with educational delays. The programs offer compensatory stimulation activities which are supposed to be not available in the home situation; the focus is on language development. Proponents claim that such programs can be effective, provided they are of high quality. The belief in their success is very much based on the outcomes of a few so-called model programs from the 1960s and 1970s. One of these programs is the Carolina Abecedarian Project, a small single-site project started in 1972. Four cohorts of in total 111 children and their poor, Black parents participated in this experiment with a random allocated treatment and a control group. The children were followed from 6 weeks after birth to 6 years of age, that is, when they entered school. They were regularly tested and observed, and then after the program had ended again until they were 40 years of age. The focus here is on the internal and external validity of the Abecedarian Project. Are the effects as reported by the program’s staff reliable and valid? Is it possible to generalize the findings of this model program to other times, settings, conditions, and target groups? Driessen, G. (2024). Abecedarian: An impossible model preschool program. Encyclopedia, 11 January 2024. ISSN 2309-3366 Retrieved from https://encyclopedia.pub/entry/121338

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Early Childhood Education programs aim at preventing educational delays associated with socio-ethnic disadvantage in the home environment of young children. Advocates claim that such programs can be effective, provided they are of high quality. Despite the investment of enormous budgets, the educational gap between socio-economically deprived families and their wealthier counterparts is still widening. The question therefore is justifiied whether these claims are justified. This article focuses on the internal and external validity of the most cited preschool program, the High/Scope Perry PreschoolProject, which was carried out between 1962 and 1967 in one school in Ypsilant, MI. Are the program's effects as reported by, e.g. Lawrence Schweinhart and James Heckman, reliable and valid? And is it really possible to generalize the findings of this so-called model program to other programs, target groups, settings and conditions, as is being claimed? Geert Driessen (2023) The Perry High/Scope Preschool program. A critique Retrieved from https://encyclopedia.pub/entry/history/show/109024

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