ERIC Number: ED167114
Record Type: RIE
Publication Date: 1977-Jun-30
Reference Count: 0
Highline Public Schools Computer-Assisted Instruction Project: A Program to Meet Disadvantaged Students' Individual Needs for Basic Skill Development: Final Report.
Maser, Arthur L.; And Others
This description of a computer-assisted instruction project, which provides an alternative approach to individual instruction in basic skills for economically and educationally disadvantaged students at the secondary level, includes the results of evaluations conducted at the end of each of three school years. Instruction in priority areas--arithmetic, language arts, and reading--was administered to students severely deficient in one or more skill areas in a different manner within each school. Management and student outcome objectives were evaluated by written documentation and data on student pre- and posttests. Data indicate that student use was excellent during the 1974-1975 school year, outcome objectives were met, and response by students, parents, and faculty was generally positive. Management and student outcome objectives in the second year of implementation met or exceeded expectations, student and teacher involvement increased remarkably, and student, parent, and faculty attitudes were especially positive. Objective data for the third year of operation produced the most outstanding results, indicating that the program was highly successful and that computer-assisted instruction is a viable method of building basic skills with eligible students. (CWM)
Descriptors: Arithmetic, Basic Skills, Computer Assisted Instruction, Economically Disadvantaged, Educationally Disadvantaged, Language Skills, Nontraditional Education, Parent Attitudes, Program Effectiveness, Program Evaluation, Reading Skills, Secondary Education, Skill Development, Student Attitudes, Teacher Attitudes
Publication Type: Reports - Evaluative; Reports - Research
Education Level: N/A
Authoring Institution: Highline Public Schools, Seattle, WA.
Note: Parts marginally legible due to print quality