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ERIC Number: ED419014
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 10
Abstractor: N/A
Reference Count: N/A
Summary of the Montana STEP Project Approach to Course Reform Evaluation.
Thoresen, Carol W.
The Montana Systemic Teacher Excellence Preparation (STEP) Project is a National Science Foundation (NSF) Collaborative for Teacher Preparation (CETP), funded in 1993, as an initiative to accomplish systemic change in mathematics and science teacher preparation in Montana. The STEP collaborative uses a team approach to redesign content and methods courses to provide support for mathematics and science preservice teachers. Between 1993 and 1996, 52 courses were revised or created. An evaluation was conducted for program improvement. The 15 STEP coordinators (3 from each of the 5 Montana State Universities) provided early feedback to the evaluator on the assessment plan and instruments to be sure they reflected STEP's goals. Assessments were done in each of the 52 STEP courses, with instructors and students participating, and faculty teams were invited to review and comment on evaluation data. Data from the revised courses were analyzed against the STEP program's "Table One" list of criteria. Information from the surveys, interviews, and observations provided cross-referenced evidence about the use of the Table One Criteria and indicated that STEP was meeting its planned objectives. The evidence builds a strong case that reformed-style instruction is occurring in the STEP courses. An appendix lists the Table One criteria for reformed curricula and teaching. (Contains eight references.) (SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A
Identifiers - Location: Montana