Browsing by Subject "scope and sequence"

Now showing 1 - 5 of 5
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    Evaluating the Long Term Effect of Teacher Enhancement
    (Center for Applied Research and Educational Improvement, 1999-01) Lawrenz, Frances; Huffman, Douglas
    Although the ultimate goal of teacher enhance projects is to improve student outcomes, the causal path from teacher enhancement projects to changes in student outcomes is difficult to verify. Therefore this evaluation was designed to examine the long term effects of a teacher enhancement project on classroom activities and student outcomes at five different schools through case studies. The longitudinal approach is necessary to determine not only what happens initially but what remains after the funding and “newness” wears off. The enhancement effort was part of the Scope, Sequence and Coordination Project (SS&C) and consisted of two summer workshops, during the year contact, and curricular materials matched to the instructional philosophy presented at the workshops. The measure of persistence is the effect of the teacher enhancement on the schools, as demonstrated by teacher classroom performance and achievement of ninth grade students year after year. This report presents information gathered over four years, 1995-1998, from the five teacher enhancement sites.
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    Evaluating the Long Term Effects of Teacher Enhancement: Final Report (2001)
    (Center for Applied Research and Educational Improvement, 2001-02) Lawrenz, Frances; Huffman, Douglas; Lavoie, Beth
    This is the culminating report of an in-depth, six- year study of science education reform. The reform included teacher enhancement activities as well as curricular materials and was designed to help science students achieve the National Research Council’s Science Standards (NRC, 1995). The longitudinal evaluation project was quite complex, used several data gathering methods and sources, and produced several reports and articles. The evaluation effort had two major components. The first component was designed to compare students who had participated in the reform effort with students from the same site who had not participated in the reform. The second component was to follow a subset of the sites to identify the long-term effects of the reform effort. For all six years of the evaluation effort both qualitative and quantitative data were gathered from principals, teachers and students through extensive site visits and assessment of student outcomes. The purpose of this report is to summarize and condense the findings from the subset sites. It presents the data gathered throughout the course of the evaluation effort by discussing the data from all of the sites as a set and by providing detailed information about each site individually. Furthermore the data are synthesized into a theoretical model for teacher enhancement and curricular implementation, and recommendations for future implementation and evaluation efforts are provided.
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    Scope, Sequence & Coordination: 10th Grade Science (Evaluation Report)
    (Center for Applied Research and Educational Improvementr, 1997-09) Lawrenz, Frances; Huffman, Douglas
    Scope, Sequence & Coordination (SS&C) is a national teacher enhancement and curriculum development project committed to developing activities that help students become more scientifically literate as defined by the National Science Education Standards (NRC, 1995). The SS&C project is guided by the following principles: 1) every student should study every science subject every year, 2) science should explicitly take into account students' prior knowledge and experience, 3) students should be provided with a sequence of content from concrete experiences and descriptive expression to abstract symbolism and quantitative expression, 4) concepts, principles, and theories should be revisited at successively higher levels of abstraction, and 5) learning should be coordinated in the four science subjects so as to interrelate basic concepts and principles. SS&C was funded by the National Science Foundation to develop and implement the first year of a four year set of activities and this evaluation was designed to document the effect of the SS&C project in relation to the NRC standards. The purpose of this evaluation was to ascertain the effectiveness of the Scope, Sequence, and Coordination project on tenth grade student achievement of the National Science Education Standards.
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    Scope, Sequence & Coordination: 9th and 10th Grade Science (Synthesis)
    (Center for Applied Research and Educational Improvement, 1997-12) Lawrenz, Frances; Huffman, Douglas
    The purpose of this report is to synthesize the 9th and 10th grade evaluation reports ascertaining the effectiveness of the SS&C project on ninth and tenth grade student achievement of the National Science Education Standards. Scope, Sequence & Coordination (SS&C) is a national teacher enhancement and curriculum development project committed to developing activities that help students become more scientifically literate as defined by the National Science Education Standards (NRC, 1995). The SS&C project is guided by the following principles: 1) every student should study every science subject every year, 2) science should explicitly take into account students' prior knowledge and experience, 3) students should be provided with a sequence of content from concrete experiences and descriptive expression to abstract symbolism and quantitative expression, 4) concepts, principles, and theories should be revisited at successively higher levels of abstraction, and 5) learning should be coordinated in the four science subjects so as to interrelate basic concepts and principles. SS&C was funded by the National Science Foundation to develop and implement the first year of a four year set of activities and this evaluation was designed to document the effect of the SS&C project in relation to the NRC standards.
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    Scope, Sequence & Coordination: 9th Grade Science (Evaluation Report)
    (Center for Applied Research and Eduational Improvement, 1996-10) Lawrenz, Frances; Huffman, Douglas
    Scope, Sequence & Coordination (SS&C) is a national teacher enhancement and curriculum development project committed to developing activities that help students become more scientifically literate as defined by the National Science Education Standards (NRC, 1995). The SS&C project is guided by the following principles: 1) every student should study every science subject every year, 2) science should explicitly take into account students' prior knowledge and experience, 3) students should be provided with a sequence of content from concrete experiences and descriptive expression to abstract symbolism and quantitative expression, 4) concepts, principles, and theories should be revisited at successively higher levels of abstraction, and 5) learning should be coordinated in the four science subjects so as to interrelate basic concepts and principles. SS&C was funded by the National Science Foundation to develop and implement the first year of a four year set of activities and this evaluation was designed to document the effect of the SS&C project in relation to the NRC standards. The purpose of this evaluation was to ascertain the effectiveness of the Scope, Sequence, and Coordination project on ninth grade student achievement of the National Science Education Standards.