A Description of Maui Educational Consortium's Implementation Practices of Carnegie Learning's "Cognitive Tutor". Research Report

Autor/inn/en	Zacamy, Jenna; Miller, Gloria I.; Cabalo, Jessica V.
Institution	Empirical Education Inc.
Titel	A Description of Maui Educational Consortium's Implementation Practices of Carnegie Learning's "Cognitive Tutor". Research Report
Quelle	(2008), (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Mathematics Achievement; Learner Engagement; Access to Computers; Educational Technology; Reading; Algebra; School Districts; Consortia; Tutorial Programs; Partnerships in Education; Mathematics Instruction; Computer Software; Information Technology; Feedback (Response); Mathematical Concepts; Reading Skills; Program Implementation; Teachers; Technology Uses in Education; Hawaii + Suchen Sie Ihr Suchwort? Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtsmedien; Leseprozess; Lesen; School district; Schulbezirk; Vereinigung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Hochschulpartnerschaft; Mathematics lessons; Mathematikunterricht; Informationstechnologie; Reading skill; Lesefertigkeit; Lehrer; Lehrerin; Lehrende; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	In the fall of 2005 the Maui Educational Consortium began a project that was funded through the Math Science Partnership program to implement the "Cognitive Tutor[R]" (CT) program, published by Carnegie Learning, in some of the Algebra 1 classes in the Maui School District and at the Maui Community College. At that time, Empirical Education was brought on to conduct an experimental evaluation of the "CT" algebra program during the 2005-2006 school year and of the "CT" pre-algebra program during 2006-2007. While both studies found mixed results in terms of student achievement in math, they also found that the implementation of the program, in both school years, was not optimal. During both years, teachers reported a lack of access to computers and delayed start of the program. The authors conducted this follow-on study of the successes and challenges of implementing "CT" among pre-algebra and algebra teachers in five schools within the Maui School District and at the Maui Community College. Results showed that: (1) Many teachers (40%) reported that, although computers are centrally located in computer labs rather than in their classroom, their school provides extremely well in terms of installing equipment and networks; (2) Teachers with greater exposure to "CT" all agreed that computer technology can help students learn math, enhance their teaching capabilities, and improve instruction in math; (3) The data reveal that while teachers are not able to divide the instructional time as recommended, teachers using "CT" as their main curriculum were closer to that ideal than the others, with the long term/main use teachers nearly ideal; (4) Teachers generally expressed positive opinions about collaboration; (5) Teachers expressed overall positive attitudes about implementing "CT" and in the level of student engagement, particularly with the software component; and (6) Some teachers are concerned that the reading level of the "CT" textbook is not aligned with their students' reading level and that the content of the program is not aligned with the Hawaii state math content standards pacing guides. (Contains 17 figures, 9 tables, and 2 footnotes.) (ERIC).
Anmerkungen	Empirical Education Inc. 425 Sherman Avenue Suite 210, Palo Alto, CA 94306. Tel: 650-328-1734; Fax: 650-328-1794; e-mail: contact@empiricaleducation.com; Web site: http://www.empiricaleducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10