Browsing by Author "Sweetman, Heidi"
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Item Converging Curriculum Interview Report 2007(Delaware Education Research & Development Center, 2007-10-08T19:22:15Z) Sweetman, HeidiThe main goal of the Converging Mathematics Project intervention program is to increase mathematics competency of at-risk and special education students and their teachers. For its first year of implementation, the project targeted a small cohort of teachers in grades five through nine. For its second year, the project expanded to include a larger audience of teachers. The project provides recommendations for materials and methods for extended math time interventions for at-risk students that are carefully aligned to the existing mathematics program.Item Converging Curriculum Project: Year 3(Delaware Education Research & Development Center, 2009-08-08T19:22:06Z) Sweetman, HeidiObservations of teachers participating in the Converging Mathematics Project were conducted in order to determine the impact that the project is having on teaching techniques. Staff of the Delaware Education Research and Development Center conducted 18 observations of math lessons during fall 2008 and 15 observations during spring 2009. The observations conducted included three main components: The design and implementation of the lesson, mathematics content, and elements of classroom culture.Item Converging Curriculum Report Year 2(Delaware Education Research & Development Center, 2008-11-19T18:31:45Z) Sweetman, HeidiObservations of teachers participating in the Converging Mathematics Project were conducted in order to determine the impact that the project is having on teaching techniques. Staff of the Delaware Education Research and Development Center conducted 20 observations of math lessons during fall 2007 and 20 observations during spring 2008. Nine of the teachers observed were also in the cohort that was observed for the Converging Curriculum evaluation for the 2006-2007 school year. All of the teachers observed in spring were also observed in fall. The observations conducted included three main components: The design and implementation of the lesson, mathematics content, and elements of classroom culture. The data gathered indicate some improvement across all three domains. However, all three domains were also marked by a polarization trend where teachers who scored in the middle of the continuum in the fall, migrated to extreme ends of the continuum in the spring.Item Converging Curriculum: Interviews 2009(Delaware Education Research & Development Center, 2009-09-08T19:21:58Z) Sweetman, HeidiThis study examined the experiences of teachers with the Converging Curriculum Project. The goals of the study were to 1) understand why teacher become a part of the program, 2) identify the biggest obstacles teachers encounter when implementing the curriculum, 3) identify the biggest help teachers encounter when implementing the curriculum, 4) better understand how and to what degree other instructional aides in the classroom facilitate teachers’ implementation of the curriculum, and 5) identify why teachers chose to remain with the project for multiple years. Results indicate that teachers become a part of the program in part because of their desire to better meet the needs of their students and their desire to become better teachers.Item Evaluation of Delaware's Reading First Initiative: Teachers' Use of SBRR Practices(Delaware Education Research & Development Center, 2006-03) Grusenmeyer, Linda; Sweetman, HeidiIn its application for the federal Reading First Grant, the Delaware Department of Education proposed the following questions to evaluate particular project goals. When combined with other components of the evaluation plan, these may provide a detailed look at the program’s impact at the student, classroom, and system levels. • Did Reading First classrooms implement high-quality scientifically based reading research programs that include instructional content based on the five essential components of reading? • Did Reading First classrooms implement instructional designs that include explicit instructional strategies, coordinated instructional sequences, ample practice opportunities, aligned student materials, ongoing assessment, small, flexible groups and dedicated blocks of reading time? • What changes in the teachers’ reading pedagogy are evident? What is the structure of the reading lesson? How is the classroom set up? How are students grouped?Item Evaluation Results of the CLIMB to Employment Grant - Year 3(Delaware Education Research & Development Center, 2005-10) Sweetman, Heidi; Ackerman, Cheryl M.Item Public Opinion of Education: Child Obesity and Teacher Recruitment and Retention 2007(University of Delaware Education Research & Development Center, 2007-04) Sweetman, Heidi; Sherretz, Kelly; Ackerman, Cheryl M.Each year the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll surveying citizens on their impressions regarding the condition of education in Delaware. This report presents the comprehensive results of the poll, in tabular and graphic formats, for the statewide Public Poll conducted in the spring of 2005. This report deals with child obesity and teacher recruitment & retention.Item Public Opinion of Education: Finance Reform 2007(University of Delaware Education Research & Development Center, 2007-06) Sweetman, Heidi; Ackerman, Cheryl M.Each year the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll surveying citizens on their impressions regarding the condition of education in Delaware. This report presents the comprehensive results of the poll, in tabular and graphic formats, for the statewide Public Poll conducted in the spring of 2005. This Report deals with finance reform.Item The Status and Nature of Full-Day Kindergarten in Delaware- Phase II: The Impact of Full-Day Kindergarten on Kindergarten Work Sampling and Grades 2 & 3 DSTP Scores(Delaware Education Research & Development Center, 2004-04) Fifield, Steve; Shepperson, Barbara A.; Stazesky, Pamela B.; Sweetman, HeidiThis is a report of phase II of a study of the status, nature, and impact of full-day kindergarten (FDK) in Delaware public school districts. Phase I of this study examined the status and nature of FDK in Delaware (Fifield and Shepperson, 2004). This study examines the impact of FDK versus half-day kindergarten (HDK) on students’ performance on Delaware Student Testing Program (DSTP) assessments.Item Testing: Not an Exact Science(Delaware Education Research & Development Center, 2004-05) Mislevy, Robert; Douglas, Karen; Nandkumar, Ratna; Sweetman, HeidiItem Testing: Not an Exact Science(2004-05) Noble, Audrey J.; Nandkumar, Ratna; Sweetman, Heidi; Mislevy, Robert; Douglas, KarenThe intent of this Education Policy Brief is to acquaint Delaware policymakers with some fundamental concepts about testing and thei nterpretation of test results. A full appreciation of these concepts is critical to sound policymaking as the state proceeds with its educational accountability agenda.