Evaluation of a Multilevel Supported System Working to Implement Diverse Promising Educational Reform Programs

Abstract

As part of Ohio's Race to the Top grant, the Ohio Department of Education funded the Ohio Network of Education Transformation (ONET). ONET provided funding for 37 schools to implement one of five whole school reform designs: AVID, the Asia Society's International Studies School Network (ASIA/ISSN), the Early College model, New Tech, and locally evolving STEM reforms. This symposium reports results from a two-year, mixed-methods evaluation. Four papers present information on eight schools (two per design) that were followed in greatest detail and a final paper presents cross-model findings. Results are reported at the individual school, reform design, and total ONET levels. Findings extend prior research by examining the effects of state engagement in individual school reforms.

Research Team:
Vicki L. Plano Clark, Ph.D. University of Cincinnati
Jacinda K. Dariotis, Ph.D. University of Cincinnati
Samuel C. Stringfield, Ph. D. University of Cincinnati
Rachael Clark, University of Cincinnati
Jessica West
Ann M. Allen, Ph.D. The Ohio State University
Jennifer Kessa Roberts, The Ohio State University
Kathleen Carr, Ph.D. Strategic Research Group
Audra Morrison,
Amy Farley, Ph.D., University of Cincinnati
Greg Sellers, University of Cincinnati

 

Barriers and Facilitators of Classroom Technology Use Among Diverse Early Education and Development Professionals

Abstract
Early Childhood professionals demonstrate a range of understanding and experience with use of technology in work settings. This presentation will highlight findings from 4 case studies of professionals in preschools and various child care settings who receive 9 professional development hours in the application of best practices for use of technology in early learning. The training has a particular focus on intentional use of technology as a supplement to existing early childhood curriculum. Case studies include interviews with professionals before and after participating in professional development as well as observations of the professionals in their settings. Findings point to differences in comfort with technology, educational backgrounds, and availability of resources which may influence professionals' ability to apply NAEYC standards.

Research Team
Lauren Porter, MA The Ohio State University
Julia DeGreg, Ph.D University of Cincinnati
Debbie Zorn, Ed.D, University of Cincinnati
Imelda Castañeda-Emenaker, Ed.D., University of Cincinnati

Date Published: 
Tuesday, March 22, 2016