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ERIC Number: ED453176
Record Type: Non-Journal
Publication Date: 2001-Apr
Pages: 46
Abstractor: N/A
Reference Count: N/A
An Integrated Hands-On Inquiry Based Cooperative Learning Approach: The Impact of the PALMS Approach on Student Growth.
Fuller, June L.
This study examined teachers' perceptions of changes in student learning and changes in their teaching strategies after implementing the Partners Advancing the Learning of Math and Science (PALMS) approach in an urban Massachusetts school district. PALMS was a cooperative statewide systemic initiative funded by the Massachusetts Department of Education and National Science Foundation to implement the state reform measures outlined in the 1993 Educational Reform Act and the Massachusetts Curriculum Framework Teachers Guides. PALMS involved developing higher level critical thinking, cooperative learning, integrated curriculum, thematic units, constructivism, inquiry-based learning, brain-based learning, accelerated learning, multiple intelligences, and learning styles. Data from teacher surveys indicated that the educational benefit for students made the extra time and work involved in teachers utilizing this approach worth their time and effort. Teachers felt PALMS had a positive impact on classroom and school culture and increased teacher and student learning enjoyment. Utilizing PALMS gave teachers time to observe and help students with individual learning needs thereby maximizing their learning potential. Teachers who believed PALMS was good for their students were utilizing it 6 years after initial implementation. (Contains 66 references.) (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: Massachusetts