Theory and research.

This study evaluated the effectiveness of the Pyramid method, an educational method for 3to 6-year-olds. The Pyramid method seeks to improve young children's chances for a successful primary school career, particularly among ethnic minorities (of Turkish, Moroccan, Cape Verdian, and Surinam origins) and Dutch children of poorly educated parents. The study compared, over a 3 year period, the performance of a group of children participating in the Pyramid method to that of children in a control group. Findings indicated that the Pyramid method accelerated the development of children, both ethnic and Dutch, compared to the control group, with the greatest success when children entered the program in preschool. (Contains 41 references, 5 figures, and 4 tables.) (EV) Reproductions supplied by EDRS are the best that can be made from the original document. Do not quote without permission I SubMitted for publication Pyramid, educational method for 3 to 6-year-old children Theory and research

[1]  A. Caramazza,et al.  Subjective Structures and Operations in Semantic Memory. , 1976 .

[2]  John Dewey and the Social Studies Curriculum , 1980 .

[3]  E. Rosch.  ON THE INTERNAL STRUCTURE OF PERCEPTUAL AND SEMANTIC CATEGORIES1 , 1973 .

[4]  L. Gottschalk,et al.  Understanding History, A Primer of Historical Method , 1953 .

[5]  J. Holroyd,et al.  Psychologists' attitudes and practices regarding erotic and nonerotic physical contact with patients. , 1977, The American psychologist.

[6]  Michael W. Apple,et al.  Ideology and practice in schooling , 1983 .

[7]  J. Good.  The shaping of western society: An inquiry approach , 1974 .

[8]  Paulo Freire,et al.  Pedagogy of the Oppressed , 2019, Toward a Just World Order.

[9]  D. Pekarsky.  Moral Education and Transfer--From the Classroom into the World and from One Generation to the Next. , 1982 .

[10]  V. Davidson.  Psychiatry's problem with no name: Therapist-patient sex , 1977, American journal of psychoanalysis.

[11]  Jean Anyon.  Elementary Social Studies Textbooks and Legitimating Knowledge , 1978 .

[12]  G. Spindler,et al.  Doing the ethnography of schooling : educational anthropology in action , 1982 .

[13]  S. Shermis.  A Response to Our Critics: Reflective Inquiry is Not the Same as Social Science , 1982 .

[14]  R. Chymkowski,et al.  ABOUT THE BIOGRAPHICAL METHOD , 2005 .

[15]  E. Rosch.  Cognitive Representations of Semantic Categories. , 1975 .

[16]  A. Lockwood.  A Critical View of Values Clarification , 1975, Teachers College Record: The Voice of Scholarship in Education.

[17]  Charles Breunig.  The age of revolution and reaction, 1789-1850 , 1970 .

[18]  Barbara A. Wasik,et al.  Preventing Early School Failure: Research, Policy, and Practice , 1993 .

[19]  Byron G. Massialas,et al.  Inquiry in social studies , 1966 .

[20]  David S. Muzzey,et al.  American History , 2010, Common Ground.

[21]  M. Posner,et al.  On the genesis of abstract ideas. , 1968, Journal of experimental psychology.

[22]  J. Richard Suchman.  A MODEL FOR THE ANALYSIS OF INQUIRY , 1966 .

[23]  Steven L. Miller,et al.  The Great Depression: A Textbook Case of Problems with American History Textbooks. , 1983 .

[24]  Carole L. Hahn,et al.  Women and Economics Textbooks. , 1983 .

[25]  Jack R. Fraenkel,et al.  Educational Research: A Guide to the Process , 1974 .

[26]  K. Kennedy.  Assessing the Relationship between Information Processing Capacity and Historical Understanding , 1983 .

[27]  A. Reber.  Transfer of syntactic structure in synthetic languages. , 1969 .

[28]  J. S. Leming.  Rethinking Social Studies Research and the Goals of Social Education , 1986 .

[29]  J. Brennan,et al.  Economic Knowledge and High School Student Attitudes toward the American Economic System, Business, and Labor Unions , 1983 .

[30]  Lance J. Rips,et al.  Semantic distance and the verification of semantic relations , 1973 .

[31]  Richard A. Strathern.  A Rationale for Value Education. , 1969 .

[32]  F RESTLE,et al.  The selection of strategies in cue learning. , 1962, Psychological review.

[33]  J. Menken,et al.  A Study of History , 1935, Nature.

[34]  J. Bowlby.  Attachment and loss: retrospect and prospect. , 1969, The American journal of orthopsychiatry.

[35]  H. Barger.  The General Theory of Employment, Interest and Money , 1936, Nature.

[36]  K. Fischer,et al.  Growth Cycles of Brain and Mind. , 1998 .

[37]  Henry A. Giroux.  Critical Pedagogy, Cultural Politics and the Discourse of Experience , 1985 .

[38]  P. G. Neumann.  Visual prototype formation with discontinuous representation of dimensions of variability , 1977, Memory & cognition.

[39]  Janet Eyler.  Test of a Model Relating Political Attitudes to Participation in High School Activities. , 1982 .

[40]  Robert D. Tennyson,et al.  Concept Learning Effectiveness Using Prototype and Skill Development Presentation Forms. , 1981 .

[41]  N. Shavit.  Sexual Contact Between Psychologists and Patients , 2005 .

[42]  George H. Wood.  Beyond Radical Educational Cynicism , 1982 .

[43]  John A. Hockett.  A determination of the major social problems of American life , 1927 .

[44]  William B. Borgers.  DEMOCRACY AND EDUCATION. , 1919 .

[45]  J. Napier,et al.  Delimiting the Problem of Generalizability of Research Results: An Example from a Trend Study of a Citizenship Education Project. , 1984 .

[46]  A. Reber.  Implicit learning of synthetic languages: The role of instructional set. , 1976 .

[47]  W. B. Stanley.  Approaches to Teaching Concepts and Conceptualizing: An Analysis of Social Studies Methods Textbooks , 1984 .

[48]  A. Woodward.  Identifying Representative Textbooks in U.S. History , 1983 .

[49]  E. Markman,et al.  Classes and collections: Internal organization and resulting holistic properties , 1976, Cognitive Psychology.

[50]  W. Waller,et al.  Are American Teachers Free? An Analysis of Restraints upon the Freedom of Teaching in American Schools. , 1938 .

[51]  W. L. Chase.  Subject Preferences of Fifth-Grade Children , 1949, The Elementary School Journal.

[52]  Daniel G. Bobrow,et al.  SOME PRINCIPLES OF MEMORY SCHEMATA , 1975 .

[53]  S. L. Zelen,et al.  Sexual intimacies between therapists and patients. , 1977 .

[54]  Teacher‐pupil interactions: a negotiation perspective* , 2008 .

[55]  J. Shaver.  Building rationales for citizenship education , 1977 .

[56]  T. Chermack,et al.  Development and initial validation of an instrument for human capital planning , 2008 .

[57]  I. Scheffler,et al.  The nature of teaching : schools and the work of teachers , 1970 .

[58]  Ethel Spector Person,et al.  Sexuality as the Mainstay of Identity: Psychoanalytic Perspectives , 1980, Signs: Journal of Women in Culture and Society.

[59]  H. Gardner.  Multiple intelligences : the theory in practice , 1993 .

[60]  Susan A. Adler.  A Field Study of Selected Student Teacher Perspectives toward Social Studies , 1984 .

[61]  Edward J. Shoben,et al.  The Verification of Semantic Relations in a Same-Different Paradigm: An Asymmetry in Semantic Memory. , 1976 .

[62]  Ann Lieberman,et al.  The Social Realities of Teaching , 1978, Teachers College Record: The Voice of Scholarship in Education.

[63]  K. Nelson.  Concept, word, and sentence: Interrelations in acquisition and development. , 1974 .

[64]  Henry A. Giroux.  Theory and Resistance in Education: A Pedagogy for the Opposition , 1983 .

[65]  Cleo H. Cherryholmes.  Curriculum Design as a Political Act: Problems and Choices in Teaching Social Justice , 1978 .

[66]  T. Popkewitz.  The Latent Values of the Discipline-Centered Curriculum , 1977 .

[67]  M. Dobbert.  Ethnographic research: Theory and application for modern schools and societies , 1982 .

[68]  Thomas S. Popkewitz,et al.  The myth of educational reform: A study of school responses to a program of change , 1982 .

[69]  Wilma Lund,et al.  National Council for the Social Studies , 1922 .

[70]  M. Hepburn,et al.  Social Studies Project Evaluation: Case Study and Recommendations. , 1982 .

[71]  Bruce A. Romanish.  Modern Secondary Economics Textbooks and Ideological Bias , 1983 .

[72]  Michael W. Watts,et al.  A Response to Romanish: Ideological Bias in Secondary Economics Textbooks. , 1984 .

[73]  B. Wolfe.  Three Who Made a Revolution: A Biographical History , 1949 .

[74]  E. Wesley.  Teaching the social studies , 1942 .

[75]  Peter H. Martorella,et al.  Review of research in social studies education, 1970-1975 , 1978 .

[76]  John F. Deethardt.  Inventing democracy: Future alternatives for social action , 1983 .

[77]  J. Hampton.  Polymorphous Concepts in Semantic Memory , 1979 .

[78]  Jacob Cohen.  Statistical Power Analysis for the Behavioral Sciences , 1969, The SAGE Encyclopedia of Research Design.

[79]  P. Jackson.  Life in Classrooms , 1968 .

[80]  M. Clements.  A Social Paradigm: An Ethical Perspective , 1981 .

[81]  K. Egan.  Social Studies and the Erosion of Education , 1983 .

[82]  P. Rabinow,et al.  From theory to inquiry , 2014 .

[83]  J. Shaver.  Reappraising the Theoretical Goals of Research in Social Education , 1982 .

[84]  M. Gibbons,et al.  Creating a Curriculum for a Global Future. , 1986 .

[85]  Robert Sommer,et al.  Experience and Education. , 1974 .

[86]  James P. Shaver,et al.  Randomness and Replication in Ten Years of the American Educational Research Journal , 1980 .

[87]  T. Popkewitz.  A Comparative Perspective on American Teacher Education: Being a Stranger in One's Native Land , 1985 .

[88]  Pearl M. Oliner.  Putting “Community” into Citizenship Education: The Need for Prosociality , 1983 .

[89]  Linda M. Mcneil.  Defensive Teaching and Classroom Control. , 1982 .

[90]  R. Mathews,et al.  Recent Research on Concept Learning: Implications for Social Education. , 1985 .

[91]  J. Soper,et al.  Measuring Economic Attitudes in High School , 1983 .

[92]  Thomas D. Cook,et al.  Randomized and quasi-experimental designs in evaluation research: An introduction , 1977 .

[93]  G. Gutting.  The archaeology of knowledge , 1989 .

[94]  Valerie J. Janesick.  Of Snakes and Circles: Making Sense of Classroom Group Processes through a Case Study. , 1982 .

[95]  Stephen K. Reed,et al.  Pattern recognition and categorization , 1972 .

[96]  Marvin Minsky,et al.  A framework for representing knowledge , 1974 .

[97]  G. Bower,et al.  REVERSALS PRIOR TO SOLUTION IN CONCEPT IDENTIFICATION. , 1963, Journal of experimental psychology.

[98]  Kalman J. Cohen,et al.  The Role of Management Games in Education and Research , 1961 .

[99]  D. Caulley.  Qualitative research for education: An introduction to theories and methods , 2007 .

[100]  M. Schug.  What Educational Research Says about the Development of Economic Thinking , 1981 .

[101]  D. Easton,et al.  A Systems Analysis of Political Life , 1966 .

[102]  Shirley H. Engle.  Decision Making: The Heart of Social Studies Instruction , 2003 .

[103]  G. Masur.  Prophets of yesterday : studies in European culture 1890-1914 , 1962 .

[104]  O. Handlin,et al.  Harvard encyclopedia of American ethnic groups , 1981 .

[105]  Kenneth M. Zeichner,et al.  Are the Effects of University Teacher Education 'Washed Out' by School Experience? , 1981 .

[106]  G. Mckenzie.  The Fallacy of Excluded Instruction: A Common but Correctable Error in Process Oriented Teaching Strategies , 1979 .

[107]  C. Pateman.  Participation and democratic theory , 1970 .

[108]  George A. Coe.  A CHARTER FOR THE SOCIAL SCIENCES IN THE SCHOOLS , 1932 .

[109]  J. Hampton.  An investigation of the nature of abstract concepts , 1981, Memory & cognition.

[110]  K. Egan.  Reply to Thornton, “Social Studies Misunderstood” , 1984 .

[111]  M. Holmes.  The New Middle Class and the Organization of Curricular Knowledge. , 1982 .

[112]  L. Schweinhart,et al.  Disadvantaged children and curriculum effects. , 1991, New directions for child development.

[113]  P. G. Neumann.  An attribute frequency model for the abstraction of prototypes , 1974, Memory & cognition.

[114]  Irving E. Sigel,et al.  Families as learning environments for children , 1984 .

[115]  M. Stone.  Boundary Violations Between Therapist and Patient , 1976 .

[116]  B. Gordon.  Toward Emancipation in Citizenship Education: The Case of African-American Cultural Knowledge. , 1985 .

[117]  B. Bloom,et al.  Taxonomy of Educational Objectives. Handbook I: Cognitive Domain , 1966 .

[118]  R. Cocking,et al.  Psychological Distance in Self-Imposed Delay of Gratification , 2013 .

[119]  F. Marek.  Philosophy of world revolution: A contribution to an anthology of theories of revolution; , 1969 .

[120]  William Wiersma,et al.  Research Methods in Education: An Introduction , 1980 .

[121]  W. O. Stanley.  Social foundations of education , 1956 .

[122]  Christine Bennett.  Interracial Contact Experience and Attrition among Black Undergraduates at a Predominantly White University , 1984 .

[123]  R. Schank.  The structure of episodes in memory , 1995 .

[124]  M. Weber.  From Max Weber: Essays in sociology , 1946 .

[125]  L. E. Bourne,et al.  Mathematical theory of concept identification. , 1959, Psychological review.

[126]  Wilma S. Longstreet.  Citizenship: The Phantom Core of Social Studies Curriculum , 1985 .