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ERIC Number: ED185186
Record Type: Non-Journal
Publication Date: 1980-Jan
Pages: 50
Abstractor: N/A
Reference Count: N/A
Teaching and Learning Models for Mathematics and Reading. E.S.E.A. Title IV-C, Final Evaluation Report.
District of Columbia Public Schools, Washington, DC. Dept. of Research and Evaluation.
Approximately 400 students in grades six through nine, many of whom were low achievers, participated in the Teaching and Learning program. The program was based on commercially developed curricula and implemented using principles of individualized instruction. Instruction was characterized by diagnosis and assessment, sequenced objectives, criterion referenced tests and continuous record keeping. Teachers received in-service training on implementation of the curricula. Parents were offered training in helping with their children's homework. The goal of the program was to increase achievement levels and positive attitudes toward reading and mathematics. The following conclusions were drawn from the evaluation: (1) math and reading gains were made by participating students; (2) students' attitudes measured by the semantic differential did not significantly change, but were thought to be good at the outset of the program; (3) teachers participated in activities to increase their competence in managing multi-level instruction; (4) teachers perceived their competence as improved; (5) parental involvement could not be measured although those who participated in homework workshops felt the training benefitted their children. Tables of data and evaluation instruments are appended. (Author/MK)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: District of Columbia Public Schools, Washington, DC. Dept. of Research and Evaluation.
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title IV C