Project Success: Challenging Children, Teachers, and Parents To Excel.Report as inadecuate




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Project Success is a teacher, administrator, and university faculty designed program, aimed to improve teacher motivation and pedagogical skills, student attitudes and achievement, and parent attitudes in science and mathematics education for kindergarten through grade 3. The project used an education program that was self-pacing and auto-educational, contained well-defined objectives, and followed varied grouping patterns. Teachers received training which strengthened their skills, enabled them to challenge existing practices and attitudes, and encouraged them to try new techniques. In fall 1992 a pilot study was conducted in six primary classrooms where the continuous progress approach was being implemented. The hypotheses to be tested indicted that both groups were equal in science and mathematics. The children in the six primary classrooms served as the experimental group. The control group of children was randomly selected from three other elementary schools in the district. Children in both groups were 90 percent minority. Control children received traditional age-graded instruction. Analysis of results showed significant difference between methods of instruction in science with students in the continuous progress group demonstrating superior achievement at the .01 level of significance. Both groups performed equally in mathematics. The project was then expanded to 25 other classrooms in 2 schools where teachers were trained and received support for restructuring their teaching methods and classroom environments. A study of their students' achievement compared with a control group showed no difference in mathematics but significantly better science performance among the Project Success students. (JB)

Descriptors: Academic Achievement, Action Research, Elementary School Students, Elementary School Teachers, Heterogeneous Grouping, Higher Education, Inservice Teacher Education, Mathematics Education, Minority Group Children, Multigraded Classes, Parent Participation, Parochial Schools, Primary Education, Program Design, Programmed Instruction, Public Schools, Science Education, Teacher Attitudes, Teaching Methods











Author: Hranitz, John R.; Shanoski, Lorraine A.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=10042&id=ED377180







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