Wednesday, March 27
2:00-2:30 PM
CDT
Nottoway

The Impact of the enhancing Missouri’s Instructional Networked Teaching Strategies (eMINTS) Program on Teacher Instruction and Student Achievement – First Year Results

Full Paper ID: 37881
  1. Chris Brandt
    American Institutes for Research
  2. Coby Meyers
    American Institutes for Research
  3. aaa
    Ayrin Molefe
    American Institutes for Research

Abstract: The eMINTS National Center offers a rigorous professional development (PD) program to educators, engaging them in classroom practices combining inquiry-based learning, high-quality lesson design, community of learners, and technology integration. This study randomly assigned 60 high-poverty rural Missouri middle schools to one of three groups: (1) eMINTS two-year PD, (2) eMINTS two-year PD plus a third year of Intel® Teach PD, and (3) a control group with no exposure. Preliminary comparisons of students’ scores in the spring 2012 MAP communication arts and mathematics and 21st Century Learning Skills assessments show that after one year of eMINTS program implementation, test scores of the pooled sample of Grade 7 and 8 students in treatment schools do not significantly differ from the test scores of students in control schools. Teacher self-report data and observational data, however, suggest that eMINTS teachers have begun to make instructional change, most notably increasing levels of technology integration and utilizing more inquiry-based strategies.

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