Regular Peers Research Articles

USE OF NORMATIVE PEER DATA AS A STANDARD FOR EVALUATING CLASSROOM TREATMENT EFFECTS1

This study illustrated the use of normative behavioral observation data as a standard for evaluating the practicality of treatment effects produced in other settings. Three groups of eight subjects each, displaying relatively low proportions of appropriate classroom behavior when compared with regular classroom peers, were selected for treatment within an experimental classroom setting. The three groups were exposed to intervention procedures designed to reinforce either direct academic performance and/or facilitative nonacademic classroom responses. The treatment was effective in changing levels of appropriate behavior (1) above baseline levels in the experimental classroom, and (2) to within normal peer-defined limits when reintegrated into the regular classroom. Further, the data reflect successful maintenance of these effects for a seven- to 12-week follow-up period. Several applications of a normative model for evaluating treatment, generalization, and maintenance effects were presented and discussed.

A Large Scale Program in French Immersion

Abstract The school performance of pupils in Grades 1-3 of the French immersion program in operation in Ottawa public schools is evaluated in comparison with that of pupils in the regular English program. By the end of Grade I immersion program pupils taught reading in French lag behind their peers in the regular program in English language skills involving English reading, but they show some ability to transfer reading skills from French to English. By the end of Grade 2, following the introduction of English Language Arts into the curriculum for 60 minutes a day, immersion pupils still lag behind their regular program peers in most English language skills considered, although their level of performance is consistent with their grade level. By the end of Grade 3, immersion pupils match regular program pupils in all English language skills tested except spelling. At each grade level pupils in the two programs perform equivalently in mathematical skills and reveal similar IQ measures. Immersion pupils are more proficient in French than pupils of corresponding or higher grade levels receiving daily instruction in French as a second language, and do adequately in comparison with native French-speaking pupils.

THREE‐YEAR EVALUATION OF A LARGE SCALE EARLY GRADE FRENCH IMMERSION PROGRAM: THE OTTAWA STUDY1

The school performance of pupils in Grades K‐2 of the French immersion program in operation in Ottawa public schools is evaluated in comparison with that of pupils in the regular English program. The results from three successive cohorts indicate that by the end of Kindergarten pupils in both programs are equally ready for beginning school work in Grade 1. By the end of Grade 1 immersion program pupils taught reading in French are found to lag behind their peers in the regular program in English language skills involving English reading, but they show some ability to transfer reading skills from French to English. By the end of Grade 2, following the introduction of English Language Arts into the curriculum for 60 minutes a day, immersion pupils have generally caught up to their regular program peers in English language skills. Throughout Grades K‐2 pupils in the two programs perform equivalently in mathematical skills and show the same level of cognitive development. Immersion pupils reveal a considerably higher level of achievement in French than pupils of corresponding or higher grade levels receiving daily instruction in French‐as‐a‐second‐language, and do reasonably well in comparison with native French‐speaking pupils. The findings of the evaluation corroborate those of other similar immersion programs involving smaller numbers of children and classes.