ERIC Number: ED357083
Record Type: Non-Journal
Publication Date: 1993-Apr
Reference Count: N/A
Evaluating the Effects of Collaborative Efforts To Improve Mathematics and Science Curricula.
O'Connor, James E.
The Mathematics and Science Partnership Project (MSPP) is a 3-year collaborative effort among the U.S. Department of Education, IBM California Educational Partnership Program, California State University in Bakersfield (California), and the Kern High School District in Bakersfield (California) to impact mathematics and science curricula through the implementation of innovative technology. Thirteen teachers at six high schools have been provided with state-of-the-art computer networks and multimedia workstations, as well as mathematics and science software and training in implementing this technology. Some results of this effort are presented, following the first 2.5 years. Various evaluation methods have been used, including teacher journals, classroom observations, videotaping, questionnaires, student interviews, and a quasi-experimental comparison (not yet complete) of students using the technology with a group without access to the technology. The impact on teaching and learning has been documented. Teachers are using a more student-centered approach, and using more cooperative learning groups. Student motivation is improved, and students are enthusiastic about the technology. Implications of this collaborative effort are discussed. One table presents results of student surveys, and student interview questions are included. (SLD)
Descriptors: Classroom Observation Techniques, College School Cooperation, Comparative Analysis, Computer Assisted Instruction, Curriculum Development, Educational Technology, Evaluation Methods, High Schools, Interviews, Quasiexperimental Design, Secondary School Mathematics, Secondary School Science, Secondary School Teachers, Student Motivation, Videotape Recordings
Publication Type: Reports - Evaluative; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A