CHED 1819 |
| Researchers from the City University of New York are currently engaged in a multi-year effort to improve high school students' 1) learning of science and mathematics and 2) rate of passing high stakes Regents examinations. The majority of students impacted by this grant are at risk students. There are many goals of this grant, and issues such as 1 & 2 mentioned above are addressed utilizing a wide variety of interventions. This talk will present an overview of selected data collected to date from a population of 3,000 students in grades 9-12 in 8 city schools. During the current project data has been collected from students impacted by this NSF supported grant. Students are presented with survey instruments that request information regarding how their class is organized, what their teacher does in order to teach, the attitude of peers toward subject matter, the involvement of adults in students' learning, students views toward science/mathematics and future course taking plans. Analysis of part of this data set revealed important differences in the responses of students as a function of class type. More specifically the pattern of student responses differed as a function of three science class types (Chemistry, Living Environments and Environmental Science) and two different mathematics courses. Key differences and similarities observed will be presented as well as implications discussed for those interested in improving the chemistry learning of students in large urban districts. Lessons learned in terms of data collection in such a complex setting will also be discussed.
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General Papers
1:00 PM-4:50 PM, Thursday, March 29, 2007 McCormick Place North -- Room N230A, Level 2, Oral
Division of Chemical Education |