The Evaluation of Project SEED, 1991-92, Detroit Public Schools.

Autor/in	Webster, William J.
Titel	The Evaluation of Project SEED, 1991-92, Detroit Public Schools.
Quelle	(1992), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Control Groups; Disadvantaged Youth; Elementary Education; Elementary School Students; Grade 4; Mathematical Concepts; Mathematicians; Mathematics Achievement; Mathematics Instruction; Principals; Program Evaluation; Scientists; Supplementary Education; Teacher Attitudes; Teachers + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Benachteiligter Jugendlicher; Elementarunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Mathematician; Mathematiker; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Principal; Schulleiter; Programme evaluation; Programmevaluation; Scientist; Wissenschaftler; Ergänzungsunterricht; Lehrerverhalten; Lehrer; Lehrerin; Lehrende
Abstract	Project Special Elementary Education for the Disadvantaged (SEED) is a nationwide program in which professional mathematicians and scientists from major universities and research corporations teach abstract, conceptually oriented mathematics to full-sized classes of elementary school children on a daily basis as a supplement to their regular arithmetic programs. Instruction is through a Socratic group discovery format. In the Detroit (Michigan) public schools the program was used with all levels of students. This evaluation considers 16 SEED fourth-grade classes in 13 elementary schools. Mathematics achievement was measured with the California Achievement Test and compared with achievement in classes and schools without SEED instruction. Impact was also judged through questionnaire responses of 12 principals, 13 teachers, and 244 parents. Results suggest an immediate impact of SEED participation, with improvement in mathematics total scores, computation, and mathematical concepts. The comparison groups lost ground in everything but mathematics concepts, and growth in that area was much less than that of SEED students. Ten tables present study data. Appendixes contain the principal and teacher questionnaires. (Contains 4 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC