Evaluation of Project SEED: Detroit Public Schools, 1997-98.

Autor/inn/en	Webster, William J.; Dryden, Michael; Leddick, Linda; Green, Charles A.
Institution	Detroit Public Schools, MI.
Titel	Evaluation of Project SEED: Detroit Public Schools, 1997-98.
Quelle	(1999), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Algebra; Elementary Education; Elementary School Students; Elementary School Teachers; Mathematicians; Mathematics Achievement; Mathematics Instruction; Parent Attitudes; Program Evaluation; Student Attitudes; Teacher Attitudes; Urban Schools + Suchen Sie Ihr Suchwort? Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Mathematician; Mathematiker; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Elternverhalten; Programme evaluation; Programmevaluation; Schülerverhalten; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Project SEED is a U.S. nationwide program in which professional mathematicians and scientists from major universities, research corporations, and the community teach abstract, conceptually oriented mathematics to full-sized classes of elementary school children on a daily basis as an extra-period supplement to their mathematics program. The mathematicians and scientists teach the children through a Socratic group discovery format. Initial topics are chosen from high school and college algebra to reinforce and improve the students' critical thinking and computational skills. The impact of Project SEED instruction at the third-grade level in the Detroit (Michigan) Public Schools was studied. When 523 students who had received Project SEED instruction were given an evaluator-developed test of abstract algebra they achieved a mean of 9.10. This compares with a mean of 3.94 achieved by 133 comparable students who did not receive Project SEED instruction. When 302 Project SEED students were matched with an equal number of students without Project SEED instruction, SEED students out performed comparison students on all three unadjusted measures of mathematics achievement. The attitudes of 462 students in Project SEED were overwhelmingly positive, and 96% of the 25 teachers surveyed thought that the program was notably effective. The 9 principals surveyed were very positive about the program, as were the vast majority of the 267 parents surveyed. In Detroit, as in other cities studied, almost all (97.2%) of teachers said that they would like to see the program used in more classrooms. Four appendixes contain mathematics posttest questions, the student survey, the teacher surveys, and principal and parent surveys. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC