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ERIC Number: ED500020
Record Type: Non-Journal
Publication Date: 2003-Aug
Pages: 47
Abstractor: ERIC
Reference Count: 7
ISBN: N/A
ISSN: N/A
West Orange Collaborative STARK Program, 2002-2003 Evaluation Report
Lowther, Deborah L.; Ross, Steven M.; McDonald, Aaron; Wang, Weiping; Thompson, Laura
Center for Research in Educational Policy (CREP)
This report summarizes the Year 2 evaluation study results 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 10 schools receiving "Foundation" training developed by the Brazos-Sabine Connection and integration training provided by West Orange Collaborative. The Integration training places emphasis on employing technology in the classroom to support student-centered teaching methods that promote higher-level learning outcomes. It builds on Foundation training that deals directly with developing skills in using technology in the classroom. The present 2002-2003 evaluation data were collected from 10 schools over the academic year. The data were compared to 2001-2002 baseline conditions to gauge program implementation progress. (Contains 8 figures and 15 tables.) [For the 2003-2004 edition of this report, see ED484273.]
Center for Research in Educational Policy (CREP). University of Memphis, 325 Browning Hall, Memphis, TN 38152-3340. Tel: 866-670-6147; Tel: 901-678-2310; e-mail: coe_crep@cc.memphis.edu; Web site: http://crep.memphis.edu
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Memphis Univ., TN. Center for Research in Educational Policy.