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ERIC Number: ED398531
Record Type: Non-Journal
Publication Date: 1996-Aug
Pages: 124
Abstractor: N/A
Cognitive, Social, and Literacy Competencies: The Chelsea Bank Simulation Project. Year One: Final Report. [Volume 1.]
Duffy, Thomas; And Others
A 1-year study determined what students were doing as they engaged in the Chelsea Bank computer software simulation activities. The major goal of the analysis was to build a knowledge base for the development of assessments that would guide instruction and focus teachers and students (in middle-level and high school classrooms) as they used the simulation materials. The primary data source was a set of 22 hours of videotaped classroom activities. In addition, classroom observations; teacher, student, and administrator interviews; and reviews of classroom assignments and projects were used in the analysis. Five major outcomes were achieved the first year: (1) analysis of student/teacher activities as related to the SCANS (Secretary's Commission on Achieving Necessary Skills) competencies; (2) outlining of the structure/format for performance assessments that could be developed to assess program outcomes; (3) analysis of the program impact on the school and classroom curriculum; (4) reporting on the problem-solving competencies emphasized by the program; and (5) analysis of the program components and their impact on learning outcomes. Four key issues cut across all analyses that were conducted: the teacher appeared crucial in developing problem-solving behaviors, collaboration, and the basic skills applied in solving the Chelsea Bank problems; while solving realistic problems, students practiced basic skills; students using the program were able to work together; and the focus of the program was different for different teachers and students. (Contains 25 references, and 17 tables and 13 figures of data.) (RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Andrew W. Mellon Foundation, New York, NY.; Russell Sage Foundation, New York, NY.
Authoring Institution: Indiana Univ., Bloomington. Center for Reading and Language Studies.