ERIC Number: ED211410
Record Type: Non-Journal
Publication Date: 1981-Jul
Reference Count: N/A
Teaching and Learning About Aging. Evaluation Report.
This evaluation study determined the extent to which teachers and students involved with the Teaching and Learning About Aging (TLA) project experienced cognitive growth and attitudinal change. The major purpose of the TLA project was to help students understand aging and related issues and to foster more positive attitudes toward aging and older people. In all, 33 curriculum modules were implemented during 1980-81. Of these, eight modules, offered to youngsters at four grade levels (primary, elementary, junior high, and senior high) were selected for summative evaluation. In addition to grade level, modules were chosen to represent a number of schools, a variety of curriculum content, and differences in instructional approach. Each of the experimental units was matched with a control group. For teachers, the experimental group was comprised of 33 K-12 teachers, two library assistants, and one clergyman. The project conducted an inservice course for these educators. Thirty-two teachers constituted the control group. The four evaluation instruments utilized are described in the report. Findings include the following. As a result of the TLA inservice course, teachers did demonstrate increased knowledge about aging. Of the seven curriculum units for which complete data sets are available, four had a statistically significant impact on students' attitudes toward aging, or understanding of the aging process and age related issues. Instruments are included in the appendix. (Author/RM)
Descriptors: Aging Education, Aging (Individuals), Cognitive Measurement, Elementary School Students, Elementary School Teachers, Elementary Secondary Education, Evaluation Methods, Older Adults, Program Evaluation, Secondary School Students, Secondary School Teachers, Student Attitudes, Validated Programs
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Acton-Boxborough School District, Acton, MA.