Third Party Evaluation of the Effectiveness of the Structure of Intellect Model Schools Pilot Program. Year 2 Report.

Autor/inn/en	McConney, Andrew; Ayres, Robert; Todd-Goodson, Deanna; Cuthbertson, Laurel
Institution	Western Oregon Univ., Monmouth. Teaching Research Div.
Titel	Third Party Evaluation of the Effectiveness of the Structure of Intellect Model Schools Pilot Program. Year 2 Report.
Quelle	(1999), (245 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Control Groups; Curriculum; Educational Change; Elementary Education; Elementary School Students; Pilot Projects; Program Effectiveness; Program Evaluation; Oregon + Suchen Sie Ihr Suchwort? Schulleistung; Curricula; Lehrplan; Rahmenplan; Bildungsreform; Elementarunterricht; Pilot project; Modellversuch; Pilotprojekt; Programme evaluation; Programmevaluation
Abstract	This report presents the findings of year 2 (July 1998-June 1999) of the third-party evaluation of the effectiveness of the Oregon Structure of Intellect (SOI) Model Schools Pilot Program, a program based on the learning theories and Structure of Intellect model attributed to J. Guilford. The SOI program, developed by R. and M. Meeker, uses a combination of structured curriculum in the form of modules and an in-school SOI Learning Center to teach and develop important learning abilities for students. The SOI program focuses on 26 learning abilities claimed to be critical for effective learning. In year 2, 19 elementary schools in Oregon participated in the SOI pilot program and evaluation. The evaluation also studied 19 comparison schools that did not participate in the SOI program. Data were collected through observation, surveys of staff, and qualitative evaluations through site visits. The evaluation focused heavily on the impact of the SOI program on students. In year 2, as in year 1, no measurable or easily identifiable benefits for students were detected. However, SOI specialists and technicians and most school administrators remained enthusiastic about the program, and most students seemed to enjoy the SOI Learning Center activities. Two-thirds of teachers surveyed believe that the SOI curriculum is helpful for student learning. Overall, the absence of SOI program effects, given the newness of the program and the difficulties of starting any new program, is not surprising. Some recommendations are made for increased accountability and program improvement. Ten appendixes contain supplemental information about the SOI schools, some materials used in the evaluation, information about survey respondents and focus groups, and some data collection forms. (Contains 4 figures, 15 tables, 9 graphs, and 6 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC