Third Party Evaluation of the Effectiveness of the Structure of Intellect Model Schools Pilot Program. Year 3 Evaluation Report.

Autor/inn/en	McConney, Andrew; Ayres, Robert; Cuthbertson, Laurel; Todd-Goodson, Deanna
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 3 Evaluation Report.
Quelle	(2000), (211 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 findings of the third year evaluation of the Structure of Intellect (SOI) Model Schools Pilot Program in Oregon, 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 1999-2000, 17 elementary schools piloted the SOI program and 11 students served as case studies. As in the preceding 2 years, no systemic or practical differences were observed between the pilot schools and the 17 comparison schools included in the evaluation. No program effects have been observed in any of the key areas addressed by the evaluation. Careful synthesis of the data gathered for this evaluation does not support claims for school-wide improvements in academic achievement, reduction in referrals for special education services, reduction in referrals for inappropriate behavior, or improvements in school attendance rates. However, many program specialists and technicians believe that the program is effective in supporting student learning. It is possible that the individualized care students received through the SOI program has made considerable difference in their educational lives. The program has been extended for another year, and evaluation of the fourth year may detect some quantifiable differences in achievement for program participants. Nine appendixes contain supplemental information, teacher responses to study questions, and some data collection forms. (Contains 23 tables, 30 figures, and 14 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC