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Evaluation of USMES Implementation Projects. Evaluation Report [microform] / Wayne W. Welch and William H. Ward, Jr
Bib ID 5357702
Format MicroformMicroform, BookBook
Author
Welch, Wayne W
 
Description [Washington, D.C.]] : Distributed by ERIC Clearinghouse, 1975 
86 p. 
Summary

This study was designed to assess two projects implemented by the Unified Science and Mathematics for Elementary Schools (USMES) program. The program is based on the belief that elementary school students learn mathematics, science, social science, and language arts skills quickly by investigating practical problems taken from the local school and community environment; and, in addition, gain competence in problem solving. The teacher's role is primarily consultive and supportive; full exploration of a problem continues for several months when integrated with other activities. The program utilizes design labs equipped with tools and construction materials for problem solving. Fifty teachers attended a four-day workshop and a course as training for the district-college USMES model implemented in seven target schools in Lansing, Michigan. The program was also implemented as a district-only model in 170 schools in Chicago, Illinois. Information was gathered concerning participant satisfaction, cost analysis, usage rates, and dissemination and usage factors. In addition, on-site visitations and teacher questionnaires were used to determine teachers' perceptions of the USMES program. A sample questionnaire is included. Results indicated the projects were ineffective in dissemination and utilization of USMES curriculum, but this failure was attributed to implementation factors, rather than the program itself. (Author/JAC)

Notes

Sponsoring Agency: Unified Science and Mathematics for Elementary Schools, Newton, MA.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Cost Effectiveness.  |  Curriculum Development.  |  Decision Making Skills.  |  Elementary Education.  |  Learning Activities.  |  Learning Laboratories.  |  Pilot Projects.  |  Problem Solving.  |  Program Descriptions.  |  Program Development.  |  Program Evaluation.  |  Questionnaires.  |  Relevance (Education)  |  Teacher Attitudes.  |  Unified Science Mathematics for Elementary Schools
Form/genre Reports, Research.
Other authors/contributors Ward, William H., Jr. author  |  Minnesota Univ. Minnesota Research and Evaluation Center, Minneapolis
Available From ERIC 
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001 5357702
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008 080220s1975    xxu ||| bt    ||| | eng d
035 |9(ericd)ED161915
037 |aED161915|bERIC
040 |aericd|beng|cericd|dMvI
091 |amfm
100 1 |aWelch, Wayne W.
245 1 0 |aEvaluation of USMES Implementation Projects. Evaluation Report|h[microform] /|cWayne W. Welch and William H. Ward, Jr.
260 |a[Washington, D.C.]] :|bDistributed by ERIC Clearinghouse,|c1975.
300 |a86 p.
500 |aSponsoring Agency: Unified Science and Mathematics for Elementary Schools, Newton, MA.|5ericd
520 |aThis study was designed to assess two projects implemented by the Unified Science and Mathematics for Elementary Schools (USMES) program. The program is based on the belief that elementary school students learn mathematics, science, social science, and language arts skills quickly by investigating practical problems taken from the local school and community environment; and, in addition, gain competence in problem solving. The teacher's role is primarily consultive and supportive; full exploration of a problem continues for several months when integrated with other activities. The program utilizes design labs equipped with tools and construction materials for problem solving. Fifty teachers attended a four-day workshop and a course as training for the district-college USMES model implemented in seven target schools in Lansing, Michigan. The program was also implemented as a district-only model in 170 schools in Chicago, Illinois. Information was gathered concerning participant satisfaction, cost analysis, usage rates, and dissemination and usage factors. In addition, on-site visitations and teacher questionnaires were used to determine teachers' perceptions of the USMES program. A sample questionnaire is included. Results indicated the projects were ineffective in dissemination and utilization of USMES curriculum, but this failure was attributed to implementation factors, rather than the program itself. (Author/JAC)
530 |aMay also be available online. Address as at 14/8/18: |uhttps://eric.ed.gov/
533 |aMicrofiche.|b[Washington D.C.]:|cERIC Clearinghouse|emicrofiches : positive.
650 0 7 |aCost Effectiveness.|2ericd
650 1 7 |aCurriculum Development.|2ericd
650 0 7 |aDecision Making Skills.|2ericd
650 0 7 |aElementary Education.|2ericd
650 1 7 |aLearning Activities.|2ericd
650 0 7 |aLearning Laboratories.|2ericd
650 1 7 |aPilot Projects.|2ericd
650 1 7 |aProblem Solving.|2ericd
650 1 7 |aProgram Descriptions.|2ericd
650 0 7 |aProgram Development.|2ericd
650 1 7 |aProgram Evaluation.|2ericd
650 0 7 |aQuestionnaires.|2ericd
650 0 7 |aRelevance (Education)|2ericd
650 0 7 |aTeacher Attitudes.|2ericd
653 1 |aUnified Science Mathematics for Elementary Schools
655 7 |aReports, Research.|2ericd
700 1 |aWard, William H.,|cJr.|eauthor.
710 2 |aMinnesota Univ. Minnesota Research and Evaluation Center, Minneapolis.
984 |aANL|cmc 2253 ED161915|d77000000170729
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