"'Museum in the Classroom' projects are intended to enable
museums or consortia of museums to share via the Internet those
collections that can be used effectively in Illinois classrooms.
The resulting projects would not only present on-line digitized
images and documents, but also should include coherent learning
objectives, effective lessons plans, and thoughtful and logical
organization." (ISBE, 1997:2)
--Offers students and teachers alternative approaches to learning
and teaching curriculum. Museum artifacts, resource files, and
subject matter experts become a primary resource for discovery learning
and curriculum enhancement.
--Students and teachers learn computer technology and discover
methods for use in the classroom. Each participating school
is given hardware and software for project completion. In addition,
technical training is provided for technology use by ISBE Technology
HUBs, and museum use training is provided by the chosen museums.
--Schools obtain connectivity within the classroom. Schools
are able to realize goals they have towards connectivity enabling
them to strengthen their use of technology and telecommunications
in the classroom.
Return to Index
The University Museum became involved in the "Museum in the
Classroom" project to facilitate the responsible use of the
Museum's collection in supplementing and strengthening the curriculum
brought forth by the students and teachers involved in the project.
The "Museum in the Classroom" project has allowed the Museum
to create relationships with public schools from all parts of the
State of Illinois through the collaboration with teachers and students
on the content/subject matter areas of their Web projects as well
as through technical and Web design instruction. To differentiate
from the overall ISBE project and to develop a sense of community
among our schools, we call our participating students and teachers,
"Museum Explorers." This project name embodies the project's
focus, which is to allow students of all grade levels to become
researchers as they explore selected subjects or topics such areas
as geology, anthropology, ethnobotany, paleontology, archaeology,
fine arts and history while making use of museum materials, expertise
and research facilities. The final product is an interactive, creative,
academic and informative Website.
--Give students access to object-centered or authentic learning
to stimulate diverse problem solving learning situations. The
project offers the Museum a means to add a new dimension to collection
usage. As researchers, students are able to augment traditional
methods of research using primary sources--artifacts, information
and subject matter experts. This type of educational situation lends
itself to student and teacher participation and is referred to as
engaged learning. The Museum's main educational objective for the
"Museum in the Classroom" project was to create engaged learning
opportunities for the students and teachers involved as Museum
Explorers. This meant that the Museum had to create an environment
where there was student-teacher interaction, collaboration, and
emphasis on using technology as a tool for learning. Some indicators
that engaged learning is taking place among students include collaboration,
strategic thinking, as well as responsible learning (students take
responsibility of their own learning) and energized learning (students
seem to be energized by the act of learning.) While visiting the
Museum, students and teachers were asked to work together toward
focusing their topic for the project as well as choosing artifacts
to be digitally photographed and used on their project Website.
This type of collaboration between students as well as students
and teachers was conducive to much creativity. This collaboration
allowed the projects to take shape through student driven exploration
of artifacts. All involved took part in strategic thinking by walking
through the basic development of their Website. Teachers were encouraged
to allow students to take responsibility for the choice, research
and photography of artifacts as well as the creation and follow
through of the school project. The energy was contagious - even
the Museum staff became energized by this engaged learning process.
--Demonstrate creativity across disciplines. The SIUC Museum
views the "Museum in the Classroom" project as a chance to
share its diverse collection. The arts, humanities and sciences
are available for integration into projects determined by participating
schools with an emphasis on cross-discipline usage.
--Produce Web pages for the Internet that reflects curriculum.
The Museum allows the students and teachers the flexibility
to integrate our resources into their existing education programs
allowing for a "good fit" between the school and the Museum.
--Extend Museum outreach to a "cyber-audience" through a Museum
Website, school projects, and the development of an on-line catalog.
The Internet allows the Museum the means to post information on
Museum programs and services, and collection information obtained
through school Web projects. An added information source will be
our on-line catalog that is currently being compiled.
--Revitalize the use of Museum Loan Program materials. Since
the 1970s, the Museum has had a collection of loan kits available
for use by schools and community groups. The "Museum in the Classroom"
project has allowed us to revitalize their use by extending the
lending of the materials throughout Illinois to our partner schools.
Students are able to use these information resources that have holdings
in the arts, humanities and sciences and include actual objects
and/or slide programs.
Each of these organization's goals were identified through the
granting process. ISBE delineated their project goals through
the Request for Proposals (RFP) that has been sent each year
since 1995, to Illinois school district superintendents and public
schools principals, as well as museums. Illinois schools
and museums were able to express their project goals through
completion and submission of the RFP, and had the opportunity to
realize their goals if funded.
Return to Index
SIUC Museum and Its
Since November 1995, the SIUC Museum has worked with 35 Illinois
schools to assist students and teachers in curriculum enrichment.
Originally, 23 schools chose to work with the Museum in Year I (1995-1996),
but in fall 1997, 12 additional schools were added as partners.
Figure 1 shows a map that places these schools throughout Illinois.
Figure 1: Illinois map
When the original grant was submitted in 1995, the Museum worked
in partnership with SIUC's Broadcasting Services. The Museum's role
was to concentrate on subject matter development, and Broadcasting's
role was to focus on technology issues. For subject matter topics,
the Museum decided on three areas: 1. Fine Arts, 2.
Paleontology, and 3. Illinois History. However, at
the first meeting when all 99 funded schools were trying to decide
who they wanted as their museum partner, we felt our original topics
had to be modified to meet each school's needs. This reasoning was
based on the following: 1. The learning of the new technology was
perceived to be so intense that to have a school/teacher develop
a new curriculum to meet our topics would be an overload., and 2.
To truly be a partner with each school, we needed to work with them
to integrate resources into existing or already planned curriculum.
This shift in the Museum's original focus allowed us to adopt the
use of engaged learning as a means for schools to develop their
projects with the Museum. Fexibility became the key word for the
project and continues to be the guiding concept as we work with
old and new schools to develop projects that integrate artifacts
Table 2 shows the school identified subject matter topics by
percentage of schools by participation year.
Year I : 1995-1996
Year II: 1996-1997
Year III: 1997-1998
Number of Schools=23
Number of Schools=2
from Year I
Number of Schools=16
(12 new and 4 from Year I)
American Pioneer History
Table 2: Subject Matter Topics by Percentage of Schools
Return to Index
Museum Explorers Project
To develop school projects, both ISBE and the Museum used several
--Technical training in the use of computer hardware, software,
digital camera and videoconferencing. Throughout the "Museum
in the Classroom" project, ISBE provided training sessions
for teachers and students, and museum staff. These regional trainings
are provided by the Technology HUB in which that school or museum
is located (Note: ISBE has the state divided up into seven HUBs).
In Year I, during each school's visit to the SIUC Museum,
the expertise of SIUC's Broadcasting Services staff was used
to supplement the HUB's technical training for teachers and students.This
was based in part by the fact many teachers/students were non-Macintosh
users and had to develop this familiarity first. In Year III,
the Museum has dedicated part of the two-day school visits to
technical training by Museum staff on Adobe Photoshop 4.0, Web page
design, and Apple's Authoring Studio through hands-on learning by
students who take images of Museum artifacts they have chosen for
their project. Broadcasting Services continues to work with the
Museum as a resource on technical issues.
--The primary goal of the technical training is to instill
confidence in using technology through developing and enhancing
technology skills and creating a fundamental knowledge of Website
design and construction. This is accomplished through demonstrations,
dialogue, and actual "hands on" experience. During their visit,
students and teachers attend 2 technology workshops conducted by
the Museum Webmaster. During these workshops they learn what the
key aspects of a photographic image are and, using Photoshop 4.0,
the 6 steps that are necessary to make the minimum corrections required
for a Web ready image. They are: opening, cropping, lighting, sharpening,
resolution, and saving a file.
--Creativity is an essential component in designing and
creating graphic images. In addition to these 6 steps and as time
allows the Webmaster also demonstrates some of the more advanced
tools in Photoshop which can be used to add elements like type,
combine separate images using copy and paste commands, changing
the color of a background using hue and saturation, and applying
filters. However, we do not expect them to remember the specifics
of using these tools but rather using this time as an opportunity
to encourage their creativity and open up the possibilities of the
--"Hands on" training is conducted during the second day
workshop. We begin by readdressing the steps from the first session.
Asking for student or teacher volunteers to actually demonstrate
those steps using the images taken the day before. This "hands-on"
experience is very important. Usually it is the students that feel
most comfortable with the technology will be the ones to volunteer
and will also be the ones to visually guide the project when they
return to their schools. This in no way diminishes the importance
of the other students or teachers attending the workshops as this
training not only demonstrates the software but also illustrates
the technical issues of the Internet. Having this understanding
will not only teach them the language to discuss the project but
a basic understanding of the technology is in order for them to
make decisions on the overall design.
--After the volunteers have completed their images with much laughter
and encouragement from their fellow students and teachers we take
the images we created in the 2 workshops and construct a Web
page using Claris Home page 3.0. This software program is very
intuitive and easily navigated. We begin by adding text, the images
we created, and links to other documents and URLs. We also explain
how to use such features as spell check, placing background patterns,
and the way Claris Home page can estimate the download time of a
Web page. We end our second day by examining the HTML code we "wrote"
while creating our Webpages and answering any questions that they
--A visit by each school to the Museum to discover art and artifacts
that can be used to develop and implement their project. Through
the "Museum in the Classroom" project, ISBE was able to turn
its attention to authentic and engaged learning initiatives. Funded
schools visited with their partner museum to identify resources
that could be used to develop on-line projects. Since its founding
in 1869, the SIUC Museum has collected over 52,000 artifacts
and related information in the arts, humanities and sciences. These
resources were used by Museum Explorers to develop their
project and illustrate Web pages.
- The Museum Explorers tour the entire archive to allow them to
experience the entire collection, not just the artifacts pertaining
to the specifc topic they had chosen. During this tour, the teachers
and students were given time to examine objects and ask questions.
They are also charged with deciding upon artifacts which they
are interested in researching and photographing. It was the research
and digital photography of artifacts which allowed the teachers
and students to begin work on their webpages when they returned
In addition to the technical training and on-site visit, the
Museum developed several other strategies to aid project development.
--School Visits. To develop a face-to-face communication
with students to maintain project development momentum and videoconferencing,
Museum staff visited with project schools.
--Summer Teacher Institutes in Project Development and Advanced
Technical Training. Each summer the Museum offers project teachers
the opportunity to attend workshops that are aimed at stimulating
future projects by giving them the means to understand the methods
and processes involved in creating and interpreting museum collections,
and advanced technical training.
--Museum Explorers Resource Library. In 1997, the Museum
began to purchase books and videos that covered a range of topics
from use of the Internet in the classroom to children's books that
related to our collection. The development of the library was a
result of the discovery made in Year I, in that many schools did
not have access to current information about their topic, and materials
in the Museum's resource collection were academic in nature and
not suitable for younger grades. Library materials can be checked-out
by participating schools and are circulated free-of-charge by the
Illinois library system.
--Museum and School Evaluation. Evaluation of the project
has occurred at several levels: ISBE, museums, and schools. In Year
I (1995-1996), ISBE used the Center for Children and Technology
(New York, New York) to evaluate all of four of its On-Line Curriculum
Projects--Museum in the Classroom Project, Illinois Student
Project Information Network, EnergyNet, and Tried and True.(For
a summary of findings for the "Museum in the Classroom Project"
see Appendix B.)
Each project museum has also been responsible for evaluation. Through
its three year involvement with the project, the SIUC Museum has
used the services of SIUC'sApplied Research Consultants (ARC) to
administer the project evaluation. This evaluation has consisted
of the application of a pre- and posttest survey which measured
the perceived computer/ technology/ Internet comfort levels of all
participants before and after project participation. The schools
were required to conduct two types of evaluations. The first was
a formative evaluation which measured the extent of achievement
of project objectives and the second was a summative evaluation
which assessed how participation in the "Museum in the Classroom"
project improved student and teacher technical knowledge and skill
along with any changes in learning,classroom organization and instruction.
Both the Museum and the schools use the Website Evaluation form
(or a customized version) to evaluate the Website both before and
after it is published on the WWW. (Please see Appendix
C for an example of the Website Evaluation form.) Museum staff
continually evaluate the processes involved in the project making
changes to insure that the methods used to develop a school's Website
are viable. (For a summary of findings from Year I and Year II,
please see Appendix D and Appendix
As part of the proposal process, each school was asked how they
would evaluate the project's effectiveness. Each funded school reported
their evaluation findings in the grant's final report submitted
to ISBE at the end of the project.
Return to Index
Museum Explorers: The
Upon completion of school projects, the Museum staff reviewed the
Website projects and discovered that schools used several strategies
to achieve their final on-line project. These strategies included:
the use of nontraditional resources for information, the use of
compare and contrast, the use of methods to understand our world
community, and the opportunity for others to "use" their project
These strategies are listed below and are demonstrated by select
--Development of the project through the use of diverse
methods of problem solving.
Example 1: Use of nontraditional resources for information
- Personal Interviews
Project (Lovington Grade School--Year II project).
Students focused on watercolor techniques and during their two-day
visit with the Museum, they chose an artwork from our collection
as an example of these techniques. While at the Museum, they
also worked with a local watercolor artist to explore the methods
for painting. Students also interviewed a local Lovington watercolorist
to discuss her art works.
- The Internet
Americans (West Elementary, Carlinville--Year
I project). Students "surfed the net" to discover information
on Native Americans.
- Use of Other Non-Museum Collections
(Arthur High School--Year I Project). Students studied the
people of Africa, and made contacts with a local family who
had been to Africa with the Peace Corps. Through this contact,
students were able to use personal artifact collections and
- Museum Resource Files
Americans (West Elementary--Year I Project). Museum
object accession cards, donor files and general collection information
files were all used to obtain both general and specific information
on Museum artifacts and their associated cultures.
Example 2: Use of Compare and Contrast
Inventions and Today (Farmingdale Elementary, Pleasant
Plains--Year I and II). Third graders explored Pioneer inventions
looking at what type of tool it has led to today. This is definitely
a "kids site" with the papers they wrote scanned in as they were
American Vessels (Mansfield Elementary--Year I).
Students looked at the types of vessels used by the Native American
groups located in the southwest, plains and northwest coast. Comparisons
were made between the form, function and materials for construction.
Example 3: Understanding our World Community
the Barns! (Lovington Grade School--Year I). Students
in this project recognized that the barn has become part of our
fading farm landscape. To document these structures, students photographed
barns in their community. Museum artifacts were used to illustrate
what one might see in a barn.
Project (Oswego High School--Year I). African Americans,
Mexican Americans, and Native Americans were the ethnic groups
studied in this multicultural project. They used Museum artifacts
to illustrate the traditional arts and crafts of these groups.
Example 4: Creativity Across Disciplines
and Arts (Arthur High School--Year I). As part of their
Africa project, students created artwork reproductions of African
artifacts to augment the Museum objects they used.
Example 5: Opportunity for Others to "Use" their Project Information
As our Year III new schools begin to complete their projects,
the types of strategies for project development may increase as
students and teachers discover creative methods for problem solving.
Return to Index
The Museum Explorers
Project and Its Application to Other Museums
All or parts of the basic concept of the project is applicable
to any museum. The extent to which it is developed depends on the
availability of technical resources and staff time, and school interests.
Listed below are associated questions that have been answered in
the context of this project.
What equipment do I need?
- --Computer: Power Macintosh or IBM compatible (150 mhz
or above); RAM: 64 megabytes or higher is recommended for the
software programs that are used;
--Camera: Web page photographs can be obtained in several
ways: "flex" camera, video camera, digital camera, and through
the use of traditional photography (a scanner is needed to digitize
--Panoramas: A tripod is needed with a tilt-pan head to
keep the digital camera level while taking photographs. This insures
that when the panorama is stitched together, the resulting image
will be smooth.
What software do I need?
- --Web pages: Adobe PageMill or Claris Home Page is recommended
for "canned" Web pages. A basic knowledge of HTML can give Web
page design freedom through a text editor program.
--QTVR: QuickTime Virtual Reality is readily available
for the Macintosh through Apple's QuickTime VR Authoring Studio
software. Adobe Photoshop 4.0 is recommended for manipulating
Do I have to be connected to the Internet?
- --Yes, if you and your schools want to use the Internet
for research or if you want to share your resources with others.
--No, you can still use any of the software to do a Website.
However, this Website will reside only in your computer (or local
network if you have one), and it will not be on the World Wide
Does the project take a lot of staff time?
- --The basic "Museum in the Classroom" project requires
a lot of staff time to work with the number of schools that we
have in the preparation and conducting of school visits, communication
with schools to insure project progress (through e-mail, FAX,
snail mail, and telephone), and assisting them in obtaining project
information. To minimize this, a museum might want to scale down
the program to only a few schools.
--The development of our on-line catalog is time consuming. To
attain our long-term project and Museum goal of collection accessibility,
the "Museum in the Classroom" project gave us the opportunity
to begin to realize it. Project staff have been hired to digitize
our collection and create computerized catalog cards. This on-line
catalog will broaden our resources. Upon completion of certain
collections, it is hoped that an on-line curriculum can be developed
to make our collection usable as a school resource.
Return to Index
The "Museum in the Classroom" project has allowed select
Illinois museums to develop school partnerships that extend museum
resources into the classroom. These museum-school partnerships apply
technology in school projects that are influenced by these resources
and use the Internet as not only a research tool, but as a means
to share their own projects with others. Through the museum-school
partnerships, the Illinois State Board of Education, Illinois schools,
and SIUC Museum continue to realize project goals.
For the SIUC Museum, the "Museum in the Classroom" project
has given us the opportunity to use our art, humanities and science
collections as a means to enhance Illinois school curriculum. Authentic
and engaged learning are two processes that were triggered by the
use of collections in which teachers/students sought to: identify
methods of problem solving in the use of Museum collections in project
development, develop interdisciplinary projects, and produce Web
pages that reflected curriculum. As a result, the "Museum in
the Classroom" project has not only become an integral part
of the Museum's learning activities, but has offered Illinois schools
a means to "rethink" traditional educational models.
Return to Index
Applied Research Consultants. "Museum Explorers: An Evaluation
of a Museum in the Classroom Project." Southern Illinois University
at Carbondale, 1996.
Applied Research Consultants. "Museum Explorers: An Evaluation
of a Museum in the Classroom Project (Year II)." Southern Illinois
University at Carbondale, 1997.
Center for Children and Technology. "ISBE On-Line Curriculum Project
Evaluation: Executive Summary." Education Development Center, Inc.,
New York, New York, 1996.
Illinois State Board of Education. "Museum in the Classroom Project:
Request for Proposals." Illinois State Board of Education, Springfield,
Return to Index
Illinois State Board of Education
1995 Technology Policies
1. Technology and telecommunications are keys to improving student
learning in this and the next century. It is critical that equitable
and universal access to technology and telecommunications be available
to all students in the Illinois K-12 school system. The State Board
of Education should be providing vision, leadership, advocacy and
support for the technical and human resources necessary if K-12
schools are to improve student learning through technology and telecommunications.
2. State regulations should enable and encourage school districts
to develop, implement and operate the technology/information plans
to improve student learning and increase the efficiency of education
3. To effectively serve K-12 students, Illinois schools must be
part of an electronic network that is developed, deployed, operated
and maintained by state agencies, local school districts, higher
education, community groups, business and industry.
4. In order to provide equitable, ubiquitous access to electronic
resources for K-12 students, K-12 interests must be represented
in the telecommunications regulatory arena through leadership and
5. Those entering the professions of teaching and educational administration,
and those earning degrees/certificates in education should understand
and be able to use technology and telecommunications as instructional,
administrative and learning tools.
6. Relevant, student-centered, ongoing professional development
is essential to successful integration of technology and telecommunications
in K-12 schools.
Curriculum, Content and Destinations
7. Students and their communities should have electronic access
to public information and services.
8. The rethinking and redesign of teaching and learning is necessary
if schools are to take full advantage of the learning potential
inherent in technology and telecommunications.
Return to Index
Summary Highlights: Center for Children and Technology
(Year I: 1995-1996)
Summary Highlights from Museum in the Classroom Survey Data
Teachers and Training
Sixty seven (67) "Museum in the Classroom" (MIC) teachers responded
to the survey. The teachers represented 34% of the MIC schools which
received on-line curriculum grants.
The average number of years the MIC teachers used computers for
student learning activities is 7 years, and the range is 15 years.
The variance is 5 years. The average number of years they used telecommunications
for student learning activities is 1 year, and the range is 7 years.
The variance is 1 year.
The average number of years the MIC teachers used computers for
professional activities is 1 year, and the range is 31 years. The
variance is 6 years. The average number of years they used telecommunications
for professional activities is 2 years, and the range is 10 years.
The variance is 2 years.
Student Engagement and Learning with Telecommunications
Thirty six percent of the teachers reported that it was too late
in the year when they got connected to begin project related activities,
and would begin in the next school year.
For those teachers whose students engaged in project related activities,
students' exposure to doing telecommunications increased dramatically.
Prior to the project, teachers estimated that only 7% of their students
could competently log on and access the Internet; and use Web browsers.
As a result of the projects, students participated in a range of
telecommunications activities. Teachers report incorporating the
following telecommunications activities into their classroom teaching:
Researching information services (52%), browsing Web sites (64%),
researching databases (44%), sending and retrieving e-mail (33%),
creating text/graphics for Web pages (53%), exchanging information
and data with other classrooms (20%), consulting with staff from
museums and other partners (36%), and having real time discussions
with other students or experts (16%).
The vast majority of students participating were in regularly scheduled
mixed ability classes (45%) or inclusive classes (39%) exposing
students with special needs to telecommunications as well. Approximately
27% of teachers are using the project as a focus of an interdisciplinary
course for students. Another thirteen percent served honors or college
track students. The average number of participating students per
teacher was 44, with a range from 3 to 150. These teachers worked
with a total number 1,501 students.
Students active engagement and motivation for learning increased
as a result of introducing telecommunications to the classroom.
As general measure of interest and engagement, teachers reported
increase in the following student behaviors: students say they want
more class time for this project (82%), students say they are having
fun learning (74%), students are interacting more with other students
around academic content (59%), students are taking more responsibility
for their own learning (59%), completing homework assignments more
frequently than usual (41%), and improved attendance (21%). An additional
44% of teachers report students expressing interest in possible
careers involving telecommunications and technology, and 27% state
that students are using their new telecommunications skills in other
Students are also using telecommunications to expand their learning
opportunities outside the classroom, and on their own time. Forty
two percent of teachers indicate that students ask to go on-line
during free periods or after school, and continue contacts with
adults and other students initiated in class on their own time (32%).
Teachers see the most important benefit for student learning as
immediate access to up to date primary source data (60%), followed
closely by the relevancy to real issues and results (57%), and the
technical skills (56%) students are developing.
WEBSITE EVALUATION SHEET
Explanation of project and process
Subject matter knowledge
Flow of information
Effective and proper links
Proper use of images - site source
Images and Text Match
THE LOOK OF THE SITE:
Flow of site
Style and color
Proper graphic techniques (typeface, spacing, etc. . .)
Return to Index
SIUC Museum Project Evaluation Year I
The University Museum at Southern Illinois University (SIUC) participated
in a state-wide Museum in the Classroom project referred to as the
Museum Explorers (ME) project. The ME project included 23 public
schools (elementary through high school) throughout Illinois. Applied
Research Consultants (ARC) was commissioned to conduct an evaluation
of the ME project. As part of the endeavor, ARC developed several
instruments to serve as both a quantitative and qualitative assessment
of the project's impact on participating teachers and students.
The primary thrust behind the evaluation was to determine students'
feelings, interests, and intentions regarding both their museum-related
topic and computers. The evaluation also assessed the teachers'
experiences, expectations and interests/abilities with respect to
both the ME project and computers.
- At both pre- and posttest, teachers reported high expectations
that the ME project would increase both their students' understanding
of computers and the Internet.
- Teachers had moderate experience with computers and some experience
with the Internet prior and subsequent to their participation
in the ME project.
- Subsequent to the ME project, teachers "sometimes" used information
from the Internet in class while they "almost never" used this
type of information prior to the project.
- At pre- and posttest, students generally liked to learn new
things and to play computer games, while they disliked English/language
arts and writing stories and poems.
- The majority of students were looking forward to participating
in the ME project at pretest, and this enthusiasm did not substantially
wane upon completion of the project.
- Generally, students reported being somewhat to very sure about
their abilities to use a computer and navigate the Internet both
prior and subsequent to the ME project.
Return to Index
SIUC Museum Project Evaluation Year II
Year II of the ME project incorporated several different elements
than Year I. First, and foremost, schools were provided with videoconferencing
technology to use for connectivity to the University Museum and
other schools. Time had also elapsed, allowing teachers and students
to become more familiar with the technology present in their schools
and classrooms. Changes were also made to the evaluation component,
as the University Museum had agreed to distribute the mailings for
ARC in an effort to increase the response rate. The Participant
Characteristics survey was also modified to gather information
that was not collected during the Year I evaluation. An additional
measure was created to investigate teacher satisfaction with the
training they received up to the pretest measurement occasion. In
sum, these numerous changes were made to improve the evaluation
component of the ME project for Year II.
Despite changes made in contacting participant schools and teachers,
the response rate for Year II showed marginal improvement. ... As
different schools have varied schedules, providing teachers the
flexibility to select when the evaluation material will be distributed
to the students may increase the posttest response rate. ...
Although little change has occurred in participating school and
teacher characteristics, the additional information collected by
the Participant Characteristics survey was illustrative.
Approximately half of the schools select individual students to
participate in the ME project, while the remainder include all the
students in one or multiple classrooms. In may prove useful in subsequent
evaluations to analyze these groups separately, as important differences
may emerge which may have implications for how the project is administered
to new schools. ...
Return to Index
2469 Faner Hall, mailcode 4508
Southern Illinois University at Carbondale
Carbondale, IL 62901
phone: (618) 453-5388
fax: (618) 453-7409
Return to Index
Last modified: April 2, 1998. This file can
be found below http://www.archimuse.com/mw98/
Send questions and comments to firstname.lastname@example.org