Search

A longitudinal study of language development in the preschool years was conducted in order to describe developmental sequence and to estimate, at three-month intervals, the range of language attainment in a normal population of children between 15 and 60 months of age. Additionally, possible determinants of variation in rate and style of language development at home were sought, and antecedents of differential progress in the early stages of learning to read were investigated. The sample included 128 children, half 15 months old and half 39 months old, selected from a random sample to give equal representation to both sexes, to four classes of family background, and to birth at each of the four seasons. Results pointed to the importance of preschool experience for children's progress in the early years of schooling and in particular suggested that it was the quality of parent-child interaction that differentially equipped the children to benefit from school. Subsequently, observations of naturally occurring linguistic interaction in the early years of schooling were conducted to address questions about social class similarities and differences between mothers' and teachers' language usage. This third phase of the longitudinal study compared children's language experiences at home and at school, described the teaching styles of parents and teachers, and discussed antecedents of school attainment for children at 7 years of age. (Author/RH)

This report summarizes and analyzes a 5-year initiative undertaken by the Council of Independent Colleges (CIC) and the United Negro College Fund (UNCF) to provide: first, comprehensive leadership development programming to presidents, administrators, and faculty of private historically black colleges and universities; and, second, a series of exchanges of administrators, faculty, and students between UNCF institutions and other private liberal arts colleges and universities within CIC. Six chapters address: (1) the origins and implementation of the initiative; (2) the results of the initiative; (3) the value of CIC/UNCF collaboration; (4) lessons learned from the initiative; (5) future directions for CIC/UNCF cooperation and collaboration; and (6) conclusions. The report recommends increased student involvement in the initiative, increased collaboration on teacher education programs, workshops for middle managers, and the involvement of college and university trustees. Six appendixes provide information on corporate and foundation sponsors, advisory committee members, committee on review and recommendations members, review methodology, consultancy projects, and summaries of five CIC exchange partnerships. (MDM)