The Evaluation of Project SEED, 1990-91.

Autor/inn/en	Webster, William J.; Chadbourn, Russell A.
Institution	Dallas Independent School District, TX. Dept. of Evaluation and Planning Services.
Titel	The Evaluation of Project SEED, 1990-91.
Quelle	(1992), (52 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; Longitudinal Studies; Mathematical Concepts; Mathematicians; Mathematics Achievement; Mathematics Instruction; Principals; Program Evaluation; Scientists; Student Attitudes; Teachers; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Benachteiligter Jugendlicher; Elementarunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematician; Mathematiker; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Principal; Schulleiter; Programme evaluation; Programmevaluation; Scientist; Wissenschaftler; Schülerverhalten; Lehrer; Lehrerin; Lehrende
Abstract	Project Special Elementary Education for the Disadvantaged (SEED) is a national program in which professional mathematicians and scientists from universities and industry teach abstract, conceptually oriented mathematics to full-sized classes of elementary school children as a supplement to their regular mathematics instruction. In the Dallas (Texas) public schools the Socratic group-discovery approach of Project SEED was used with all grade levels in elementary schools with high percentages of minority and low-income students. The 1990-91 evaluation considered the impact of Project SEED on students in the Dallas Learning Centers program as well as on those not in the Learning Centers. Achievement test results of more than 1,300 students in grades 4 through 6 were compared with those of non-SEED students. An immediate impact could be measured after one semester of SEED instruction, and there was a cumulative impact of more than one semester. Retention of mathematics skills was apparent as long as 4 years after SEED instruction, and Project SEED students were more likely to enroll in advanced mathematics in secondary school. Twelve tables and five figures present evaluation findings. (Contains 4 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC