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ERIC Number: ED486120
Record Type: Non-Journal
Publication Date: 2004-Mar
Pages: 35
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
Intel Teach to the Future[R] U.S. Classic Program and U.S. Expansion Program Master Teacher End of Training Survey. Summary Report. CCT Reports
Hupert, Naomi; Martin, Wendy; Kanaya, Tomoe
Education Development Center, Inc
This report compares findings from application data the End of Training surveys administered to Master Teachers (MTs) participating in the Classic version of Intel Teach to the Future and those who took part in the Expansion version of Intel Teach to the Future. Classic survey data were collected between March 2001 and July 2002. Expansion survey data were collected between April 2002 and March 2004. The comparison of data from these two surveys shows many strong commonalities as well as some interesting differences between these two groups of Master Teachers. In many cases the two groups were so similar that any differences were found to be not statistically significant. Unless otherwise noted, all of the findings presented in this report are statistically significant. It is important to bear in mind, however, that the formula for determining statistical significance is based in part on the size of the sample. Because the sample sizes for the data reported here are rather large, the reader should use caution when interpreting the meaning of statistically significant but otherwise small differences between the two groups. The frequencies for the Classic and Expansion MT End of Training survey data can be found in Appendix A. The frequencies for the Classic and Expansion MT application data can be found in Appendix B.
Education Development Center, Inc. 55 Chapel Street, Newton, MA 02458-1060. Tel: 617-969-7100; Fax: 617-969-5979; Web site: http://www.edc.org/
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Education Development Center, New York, NY. Center for Children and Technology.