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ERIC Number: ED418077
Record Type: Non-Journal
Publication Date: 1998-Feb
Pages: 32
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Action Research in Professional Development Schools: Effects on Student Learning.
Devlin-Scherer, Wade; Spinelli, Ann Marie; Giammatteo, Dawn; Johnson, Craig; Mayo-Molina, Sylvia; McGinley, Paula; Michalski, Candice; Schmidek, Susan; Tomaiuolo, Linda; Zisk, Laurie
This report presents data from one elementary school's (Hartford, CT region) second year (1996-97) implementation of a mathematics reform action research project by the professional development team. Teachers from grades 2-5 systematically implemented an ancillary problem solving curriculum in their classrooms after receiving training by a university facilitator and attending a summer institute. The team met biweekly to support full implementation of the research plan and data collection. Implementation of the ancillary mathematics program began in fall 1996 and continued through June 1997. A matched pairs strategy was employed to allow for year-to-year control group comparisons. Intervention group students in grades 2-5 learned and practiced 10 problem solving strategies throughout the year. Teachers, in consultation with university faculty, increased the use of problem solving activities over 2 years using multiple strategies. Holistic and standardized assessment determined the overall effects of using action research to improve student mathematics learning. Treatment classes completed a pretest and posttest, a whole-class selected problem test, and student interviews. Students in control and treatment groups completed two sets of standardized measures in 1996 and 1 year later. Results indicated that during the second implementation year, most students successfully learned the selected strategies. However, when comparing them with matched controls on standardized measures, there was no difference between groups. (Contains 30 references and 4 tables.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut