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ERIC Number: ED412028
Record Type: Non-Journal
Publication Date: 1996-Feb-2
Pages: 35
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Evaluation of Multi-Age Team (MAT) Implementation at Crabapple Middle School: Report for 1994-1995.
Elmore, Randy; Wisenbaker, Joseph
In fall 1993, administrators and faculty at the Crabappple Middle School in Roswell, Georgia, implemented the Multi-Age Team (MAT) program, creating multi-age teams of sixth-, seventh-, and eighth-grade students. The projects' main goal was to enhance self-esteem. Additional goals included implementation of interdisciplinary, thematic instruction; flexible scheduling; and Project Adventure, a program designed to build leadership, group relationships, and self-confidence. Other goals included the development of critical thinking, cooperative learning, hands-on learning, and inclusion grouping for learning disabled and gifted students. This 1994-95 report describes the evaluation procedures used, data collected, and the interpretation of the results. The quantitative data collected for the MAT and comparison student groups included the Iowa Test of Basic Skills (ITBS) results, Coopersmith Self-Esteem Inventory (SEI) scores, and attendance and behavior referral data. The ITBS math computation scores of MAT students were lower than scores for comparison group students--a result that may be linked to certain curricular decisions. Analysis of Coopersmith Self-Esteem Inventory data-in which sixth- and seventh-grade comparison students had higher means than MAT students but eighth-grade MAT students had higher scores than eighth-grade comparison students-suggested several interpretations. MAT students also had fewer disciplinary referrals. Qualitative data collected included responses to surveys and interviews conducted with students, parents, and teachers in both programs. Analysis of interview and survey responses indicated that most faculty believed that the MAT structure, Project Adventure, and mentoring relationships enhanced students' self-esteem. Responses also indicated that interdisciplinary teaching occurred; however, in year two, units were smaller and math appeared to be taught separately. Hands-on learning appeared to occur more frequently in the MAT teams, scheduling was flexible, and many gifted and disabled students were taught with MAT groups. (Contains 1 figure, 1 chart, and 11 tables.) (LPP)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A