Project REAL Evaluation: Final Report 1999-2000 School Year.

Autor/in	Howley, Craig
Titel	Project REAL Evaluation: Final Report 1999-2000 School Year.
Quelle	(2000), (162 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Community Involvement; Constructivism (Learning); Educational Change; Mathematics Instruction; Middle Schools; Professional Development; Program Evaluation; Rural Schools; School Culture; Science Instruction; Teacher Attitudes; Teacher Effectiveness; Teacher Surveys; Teaching Methods; Technical Assistance + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Bildungsreform; Mathematics lessons; Mathematikunterricht; Middle school; Mittelschule; Mittelstufenschule; Programme evaluation; Programmevaluation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulkultur; Schulleben; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Technische Hilfe
Abstract	Project REAL (Rural Education Aligned for Learning) aims to improve mathematics and science education in grades 5-8 in five rural Ohio school districts identified as in "academic emergency" or on "academic watch." Program goals are to reform curricula to teach skills and concepts, rather than facts; improve students' math and science competencies; increase high school graduation and college-going rates; increase teacher efficacy in teaching math and science; and enhance professional credentials of math and science teachers. This evaluation of the project's first year gathered data from two case-study schools, a survey of 136 teachers in all project schools, observations, interviews, and document inspection. Findings indicate that the project is encouraging the sorts of dispositions valued in current mathematics and science reform efforts. The project is engaging participants in all districts, and is influencing even teachers who do not teach mathematics or science. While some organizational cultures seem more auspicious for project success than others, the project is clearly helping many teachers to think systemically and is cultivating teacher-leaders. Finally, project staff are working hard to help districts improve teaching and learning while simultaneously working to improve the project's technical assistance capacities and responsiveness. Recommendations are offered for project sustainability. Nine appendices present a memorandum of understanding, planning document, surveys, and interview protocols. (Contains 22 references) (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC