ERIC Number: ED484273
Record Type: Non-Journal
Publication Date: 2004-Nov
Reference Count: 6
West Orange Collaborative STARK Program. 2003-2004 Evaluation Report
Lowther, Deborah L.; Thompson, Laura; Ross, Steven M.; McDonald, Aaron; Wang, Weiping
Center for Research in Education Policy and Education Innovations
This report summarizes the results of the Year 3 evaluation study of the Students and Teachers Accessing Real-time Knowledge (STARK) Program in the West Orange Consolidated Independent School District (CSID). The overall purpose of the evaluation was twofold: (a) to provide formative evaluation data to the participant schools to serve as a basis for improvement planning and as documentation of their accomplishments to demonstrate progress; and (b) to provide cumulative evidence of the implementation progress and outcomes of the participant schools as well as identification of exemplary programs. The context for the evaluation consists of 8 schools receiving "Foundation" training developed by the Brazos-Sabine Connection and integration training provided by West Orange Collaborative. The Foundation training deals directly with developing skills in using technology in the classroom. The integration training builds on this and emphasizes using technology in the classroom to support student-centered teaching methods that promote higher-level learning outcomes. The present 2003-2004 (Year 3) evaluation data were collected from 8 schools over the academic year. The data were compared to 2002-2003 (Year 2) and the 2001-2002 (Year 1) baseline conditions to gauge program implementation progress.
Descriptors: Teaching Methods, Program Evaluation, Program Effectiveness, Educational Technology, Outcomes of Education, Formative Evaluation, Educational Improvement, Inservice Teacher Education, Teacher Surveys, Technological Literacy
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: N/A
Authoring Institution: Memphis Univ., TN. Center for Research in Educational Policy.