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A formative evaluation of the TRALE (Technology-Rich Authentic Learning Environments) Project

Author: Frank R Yekovich; Carol Walker Yekovich; Agnes Nagy-Rado; Educational Resources Information Center (U.S.)
Publisher: Washington, D.C. : Dept. of Education, the Catholic University of America : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1999]
Edition/Format:   Book   Microform : National government publication : Microfiche : EnglishView all editions and formats
Database:WorldCat
Summary:
The Technology-Rich Authentic Learning Environments (trale) project aims to improve young children's literacy skills through the creation of a community of technology enriched classroom environments. Trale has been implemented in kindergarten through grade 3 classrooms in one urban elementary school in the District of Columbia, a school located in an area of high poverty, high crime, and much drug use. The school  Read more...
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Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Frank R Yekovich; Carol Walker Yekovich; Agnes Nagy-Rado; Educational Resources Information Center (U.S.)
OCLC Number: 43246120
Notes: Shipping list no.: 2000-0133-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [1999]. 1 microfiche.
Description: 1 volume
Responsibility: Frank R. Yekovich, Carol Walker Yekovich, Agnes Nagy-Rado.

Abstract:

The Technology-Rich Authentic Learning Environments (trale) project aims to improve young children's literacy skills through the creation of a community of technology enriched classroom environments. Trale has been implemented in kindergarten through grade 3 classrooms in one urban elementary school in the District of Columbia, a school located in an area of high poverty, high crime, and much drug use. The school has been identified as one of the city's 20 lowest performing schools. The implementation of the trale program, with its emphasis on multimedia computing and an authentic learning environment characterized by a cognitive apprenticeship approach, was studied by determining student achievement, teacher perceptions, and the degree of program implementation by each teacher. Trale increased student achievement even during its first year of operation. The eight trale teachers understood and appreciated the educational potentials of the technology. High-implementing teachers addressed the role of the community and their classroom roles while low-implementing teachers did not. Evaluation results clearly show that TRALE's effectiveness was related to the degree of implementation by the teacher. There was great growth in students' academic progress in highly implemented teachers' classes compared to low-implementing or non-project teachers' classes. These formative results show the promise of trale for educational improvement in urban schools. (Contains 14 references.) (Sld).

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