Design2Learn: Implementation and Impact Study. Research Report

Autor/in	Fancsali, Cheri
Institution	New York University, Research Alliance for New York City Schools
Titel	Design2Learn: Implementation and Impact Study. Research Report
Quelle	(2021), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	After School Programs; Science Education; Middle School Students; Minority Group Students; Student Interests; Team Teaching; Science Curriculum; Active Learning; Inquiry; Hands on Science; Professional Development; Grade 6; Grade 7; Grade 8; Educational Practices; Teacher Attitudes; Program Evaluation; Student Attitudes; Outcomes of Education; Public Schools; Student Characteristics; Program Implementation; New York (New York) + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Naturwissenschaftliche Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Studieninteresse; Teamteaching; Aktives Lernen; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Bildungspraxis; Lehrerverhalten; Programme evaluation; Programmevaluation; Schülerverhalten; Lernleistung; Schulerfolg; Public school; Öffentliche Schule
Abstract	Design2Learn (D2L) is a NYC-based afterschool program aimed at increasing middle school students' interest, engagement, and achievement in science. Designed by ExpandED Schools, D2L centers around three core strategies: (1) collaborative teaching between an in-school science teacher and two afterschool educators; (2) curricular bridging, which connects students' in-school science instruction with the afterschool activities; and (3) design-based learning, which emphasizes hands-on projects and inquiry-based instruction. To support the implementation of D2L, ExpandED Schools and its partner, the New York Hall of Science (NYSCI), provided educators with intensive professional development, including week-long summer institutes, Saturday workshops, strategic planning sessions, and on-site coaching. In 2016, the U.S. Department of Education Investing in Innovation (i3) program awarded ExpandED Schools a grant to support the design and evaluation of D2L, with the Research Alliance for NYC Schools serving as the external evaluator. This report presents the evaluation results. The study randomly assigned 32 afterschool programs to offer D2L or be part of a control group that offered their usual science programming. The evaluation explored D2L's implementation and impact on various student outcomes. Overall, we found strong fidelity of implementation and program quality at D2L sites, but the contrast between D2L and control sites was small. In addition, participation was a challenge. Both D2L and control sites offered fewer hours of afterschool activities than expected, and student attendance was low. Ultimately, D2L had no effect on students' interest and engagement in science, perseverance, or critical thinking behaviors, as measured by student surveys. It also had no effect on students' science grades or school attendance. Together, these findings suggest that there may not have been a substantial difference between the D2L and control experiences, and students may not have received adequate exposure to the intervention, to influence student outcomes. The findings raise important questions about afterschool interventions designed to increase middle school student interest and achievement in science. The difficulty getting middle school students to participate in afterschool programming, at both the D2L and control sites, echoes findings from past research. Technical appendices provide additional information on attrition and response rates, impact model specifications, and non-experimental subgroup analyses. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01