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ERIC Number: ED521895
Record Type: Non-Journal
Publication Date: 2010
Pages: 110
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1240-7847-2
ISSN: N/A
The Impact of the Commonwealth of Pennsylvania's Classrooms for the Future Technology Initiative on Academic Achievement and Instructional Practices
McFall, Ray
ProQuest LLC, Ed.D. Dissertation, Widener University
In 2006, Pennsylvania Governor Ed Rendell unveiled the Classrooms For the Future (CFF) technology initiative. The stated outcome of the program was to provide a vehicle for high school reform which transforms Pennsylvania's schools into a more engaging atmosphere that equips students with the necessary skills for the 21st century. The study attempted to analyze the CFF program initiative, with variable implementation models, and quantify, through the use of the Pennsylvania System of School Assessment (PSSA) scores, the effects on student achievement. In addition, the study examined the instructional methods used by teachers and how they may have been affected by the CFF initiative. In order to achieve the goals of the study, student achievement and instructional practices were examined to quantify the effects of the CFF program. Specifically, does student achievement improve with the addition of technology and instruction by a CFF trained teacher? If so, is there a positive relationship between the amount of time a student is exposed to this technology and a trained teacher with that student's achievement? Also, by examining multiple schools participating in the CFF program, the study attempted to determine if there is a relationship between the ways in which the program was implemented and the program's impact on student achievement. Teaching methods of participating faculty were also examined. The study examined what effect participation in the CFF program has had on a teacher's daily instructional practices. Three high schools that were awarded CFF grant funds were studied. Each school is located in Delaware County in southeast Pennsylvania. Academic achievement of the Class of 2010 for all three schools was studied. Student schedules were evaluated and the amount of time spent in class with a CFF teacher was quantified. It was determined that there is no statistically significant relationship between the percent of time with a CFF teacher and an increase, or decrease, in PSSA scores. Also, there were no significant differences in student achievement as a result of the implementation method. The teaching methods of participating teachers were also not affected at a significant level. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania