Sociocultural assumptions of federally sponsored Follow Through programs.
Level 5 - mechanism / opinion, no new human data
Theoretical commentary and retrospective critical analysis without new empirical data (Level 5 by design analogy).
PubMed 3572832 · doi:10.1080/00223980.1987.9712641
What was done
This paper presents a critical retrospective theoretical analysis examining the sociocultural assumptions, dynamics, and implications of the federally sponsored Project Follow Through in the United States within a psychological framework.
What was found
The abstract reports no quantitative data or empirical results. It notes that while Project Follow Through was successful in many respects and generated substantial literature, relatively little theoretical attention was directed toward sociocultural factors.
Why it matters
It highlights the need to account for sociocultural dimensions and contextual assumptions when evaluating and designing large-scale educational interventions.
Limits
The abstract describes a conceptual critique without empirical data, systematic search methodology, or quantitative outcome measures.
Cited by
- supports Project Follow Through in the 1970s was the largest educational study ever conducted to evaluate effective ways to teach children.