Issues in the evaluation of a program to provide assistance to science teachers in inner-city secondary schools

Jack Victor, Magued Iskander

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Revitalizing Achievement by using Instrumentation in Science Education (RAISE) is an NSF funded program in which undergraduate and graduate engineering students (Fellows) assist high school science teachers, using sensor-based experiments as laboratory exercises to test concepts taught in the classroom. Fellows assist the teachers in presenting the labs and checking that students understand their assignments. Fellows are also utilized to help teachers in other ways such as clarifying concepts taught in class and to assure that students working in groups were following their assignments properly and understood the main concepts involved. Initial analysis of grades and test scores of students involved in RAISE after the first year of the program have not shown any major academic changes or differences that can be attributed to the project. Issues involved in making such comparisons in a real-life setting are raised in the paper. Questionnaire data from the high school students and their teachers do suggest that there have been positive effects. These are reflected in the students judging the RAISE contributions to the class - the sensor-based experiments and the Fellow - as having positive educational value. There also are some indications that RAISE class students seem more interested in science than their counterparts in non-RAISE related classes and that they value having a Fellow involved in future science classes. The high school teachers are generally supportive of the program, find the Fellows quite useful in a variety of ways and rate the sensor-based laboratory exercises as effective. The majority of teachers recommend participation in the program to other teachers. Fellows, too, recommend the program to other university students. They generally have found the program a rewarding experience that has helped them in developing their own science skills and most would be interested in continuing the experience.

Original languageEnglish (US)
Title of host publicationInnovations in E-learning, Instruction Technology, Assessment, and Engineering Education
Pages169-174
Number of pages6
DOIs
StatePublished - 2007
Event2006 International Conference on Engineering Education, Instructional Technology, Assessment, and E-learning, EIAE 2006, Part of the International Joint Conferences on Computer, Information, and Systems Sciences, and Engineering, CISSE 2006 -
Duration: Dec 4 2006Dec 14 2006

Other

Other2006 International Conference on Engineering Education, Instructional Technology, Assessment, and E-learning, EIAE 2006, Part of the International Joint Conferences on Computer, Information, and Systems Sciences, and Engineering, CISSE 2006
Period12/4/0612/14/06

Fingerprint

secondary school
assistance
Students
teacher
science
evaluation
Education
student
education
Sensors
school
experiment
Values
indication
Experiments
experience
graduate
engineering
classroom
participation

ASJC Scopus subject areas

  • Computer Science Applications
  • Education

Cite this

Victor, J., & Iskander, M. (2007). Issues in the evaluation of a program to provide assistance to science teachers in inner-city secondary schools. In Innovations in E-learning, Instruction Technology, Assessment, and Engineering Education (pp. 169-174) https://doi.org/10.1007/978-1-4020-6262-9_30

Issues in the evaluation of a program to provide assistance to science teachers in inner-city secondary schools. / Victor, Jack; Iskander, Magued.

Innovations in E-learning, Instruction Technology, Assessment, and Engineering Education. 2007. p. 169-174.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Victor, J & Iskander, M 2007, Issues in the evaluation of a program to provide assistance to science teachers in inner-city secondary schools. in Innovations in E-learning, Instruction Technology, Assessment, and Engineering Education. pp. 169-174, 2006 International Conference on Engineering Education, Instructional Technology, Assessment, and E-learning, EIAE 2006, Part of the International Joint Conferences on Computer, Information, and Systems Sciences, and Engineering, CISSE 2006, 12/4/06. https://doi.org/10.1007/978-1-4020-6262-9_30
Victor J, Iskander M. Issues in the evaluation of a program to provide assistance to science teachers in inner-city secondary schools. In Innovations in E-learning, Instruction Technology, Assessment, and Engineering Education. 2007. p. 169-174 https://doi.org/10.1007/978-1-4020-6262-9_30
Victor, Jack ; Iskander, Magued. / Issues in the evaluation of a program to provide assistance to science teachers in inner-city secondary schools. Innovations in E-learning, Instruction Technology, Assessment, and Engineering Education. 2007. pp. 169-174
@inproceedings{a75fb96c6b5e404a8197be7ad77ec18b,
title = "Issues in the evaluation of a program to provide assistance to science teachers in inner-city secondary schools",
abstract = "Revitalizing Achievement by using Instrumentation in Science Education (RAISE) is an NSF funded program in which undergraduate and graduate engineering students (Fellows) assist high school science teachers, using sensor-based experiments as laboratory exercises to test concepts taught in the classroom. Fellows assist the teachers in presenting the labs and checking that students understand their assignments. Fellows are also utilized to help teachers in other ways such as clarifying concepts taught in class and to assure that students working in groups were following their assignments properly and understood the main concepts involved. Initial analysis of grades and test scores of students involved in RAISE after the first year of the program have not shown any major academic changes or differences that can be attributed to the project. Issues involved in making such comparisons in a real-life setting are raised in the paper. Questionnaire data from the high school students and their teachers do suggest that there have been positive effects. These are reflected in the students judging the RAISE contributions to the class - the sensor-based experiments and the Fellow - as having positive educational value. There also are some indications that RAISE class students seem more interested in science than their counterparts in non-RAISE related classes and that they value having a Fellow involved in future science classes. The high school teachers are generally supportive of the program, find the Fellows quite useful in a variety of ways and rate the sensor-based laboratory exercises as effective. The majority of teachers recommend participation in the program to other teachers. Fellows, too, recommend the program to other university students. They generally have found the program a rewarding experience that has helped them in developing their own science skills and most would be interested in continuing the experience.",
author = "Jack Victor and Magued Iskander",
year = "2007",
doi = "10.1007/978-1-4020-6262-9_30",
language = "English (US)",
isbn = "9781402062612",
pages = "169--174",
booktitle = "Innovations in E-learning, Instruction Technology, Assessment, and Engineering Education",

}

TY - GEN

T1 - Issues in the evaluation of a program to provide assistance to science teachers in inner-city secondary schools

AU - Victor, Jack

AU - Iskander, Magued

PY - 2007

Y1 - 2007

N2 - Revitalizing Achievement by using Instrumentation in Science Education (RAISE) is an NSF funded program in which undergraduate and graduate engineering students (Fellows) assist high school science teachers, using sensor-based experiments as laboratory exercises to test concepts taught in the classroom. Fellows assist the teachers in presenting the labs and checking that students understand their assignments. Fellows are also utilized to help teachers in other ways such as clarifying concepts taught in class and to assure that students working in groups were following their assignments properly and understood the main concepts involved. Initial analysis of grades and test scores of students involved in RAISE after the first year of the program have not shown any major academic changes or differences that can be attributed to the project. Issues involved in making such comparisons in a real-life setting are raised in the paper. Questionnaire data from the high school students and their teachers do suggest that there have been positive effects. These are reflected in the students judging the RAISE contributions to the class - the sensor-based experiments and the Fellow - as having positive educational value. There also are some indications that RAISE class students seem more interested in science than their counterparts in non-RAISE related classes and that they value having a Fellow involved in future science classes. The high school teachers are generally supportive of the program, find the Fellows quite useful in a variety of ways and rate the sensor-based laboratory exercises as effective. The majority of teachers recommend participation in the program to other teachers. Fellows, too, recommend the program to other university students. They generally have found the program a rewarding experience that has helped them in developing their own science skills and most would be interested in continuing the experience.

AB - Revitalizing Achievement by using Instrumentation in Science Education (RAISE) is an NSF funded program in which undergraduate and graduate engineering students (Fellows) assist high school science teachers, using sensor-based experiments as laboratory exercises to test concepts taught in the classroom. Fellows assist the teachers in presenting the labs and checking that students understand their assignments. Fellows are also utilized to help teachers in other ways such as clarifying concepts taught in class and to assure that students working in groups were following their assignments properly and understood the main concepts involved. Initial analysis of grades and test scores of students involved in RAISE after the first year of the program have not shown any major academic changes or differences that can be attributed to the project. Issues involved in making such comparisons in a real-life setting are raised in the paper. Questionnaire data from the high school students and their teachers do suggest that there have been positive effects. These are reflected in the students judging the RAISE contributions to the class - the sensor-based experiments and the Fellow - as having positive educational value. There also are some indications that RAISE class students seem more interested in science than their counterparts in non-RAISE related classes and that they value having a Fellow involved in future science classes. The high school teachers are generally supportive of the program, find the Fellows quite useful in a variety of ways and rate the sensor-based laboratory exercises as effective. The majority of teachers recommend participation in the program to other teachers. Fellows, too, recommend the program to other university students. They generally have found the program a rewarding experience that has helped them in developing their own science skills and most would be interested in continuing the experience.

UR - http://www.scopus.com/inward/record.url?scp=77949660201&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77949660201&partnerID=8YFLogxK

U2 - 10.1007/978-1-4020-6262-9_30

DO - 10.1007/978-1-4020-6262-9_30

M3 - Conference contribution

AN - SCOPUS:77949660201

SN - 9781402062612

SP - 169

EP - 174

BT - Innovations in E-learning, Instruction Technology, Assessment, and Engineering Education

ER -