NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED484271
Record Type: Non-Journal
Publication Date: 2004-Jun
Pages: 79
Abstractor: ERIC
Reference Count: 5
ISBN: N/A
ISSN: N/A
Different Ways of Knowing for the Middle Grades: Cohort 1. Evaluation Report.
Ross, Steven M.; Wilson-Relyea, Barbara; McDonald, Aaron; Goldfeder, Elizabeth; Nunnery, John; Munoz, Marco
Center for Research in Educational Policy
This report presents results from a planned comprehensive evaluation of the implementation of Different Ways of Knowing (DWoK) for the Middle Grades in "Cohort I" schools. Cohort I consists of 15 schools in California, Kentucky, New York, and Texas that began implementation of DWoK for the Middle Grades in 2001-02, and thus have completed their second year at this time. The planned comprehensive evaluation is comprised of four sub-studies. The first study is an analysis of results of a teacher survey, developed and administered by WestEd in the four Cohort I states. The second study synthesizes interview results obtained from DWoK for Middle Grades instructional and artist coaches and the team leader in one of the four states (KY). For this second study, the main generic findings across the five schools are summarized. In order to protect the promised confidentiality of the individual schools, the initial report ? which contained very specific information about each school - was submitted to Galef as a separate formative evaluation report for internal use. The third study presents results from analyses of student achievement, attendance, and school climate comparing three urban DWoK schools to three matched control schools in the Jefferson County Public School district (KY). The fourth study was an analysis of achievement at a DWoK rural school compared to matched rural control school.
Center for Research in Educational Policy, University of Memphis, 325 Browning Hall, Memphis, TN 38152. Tel: 866-670-6147 (Toll Free).
Publication Type: Reports - Research
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Memphis State Univ., TN. Center for Research in Educational Policy.