gale resource efficacy study

Bringing Gale into

the Classroom

Gale Resources Efficacy Study

McKinley Tech High School

Julie Evans, Project Tomorrow CEO

March 7, 2013

© 2013 Project Tomorrow

Today’s Discussion Topics

About Project Tomorrow

Research Study Questions & Methodology

Introducing McKinley Technology High School

Research Study Findings

Year 1 Focus

Year 2 Focus and Results

Lessons Learned

Questions?

Project Tomorrow, a national education nonprofit organization

Programs:

• Research & evaluation studies

• School and community programs

• Events for students

Speak Up National Research Project:

Collecting and reporting on the views of K-

12 and higher ed students on their digital

learning activities and aspirations


Research Study Questions

What is the impact of using Gale in the classroom?

Can Gale improve students’ 21st century skills including

research skills?

What factors influence the adoption of digital

resources in the classroom?

What are the lessons learned from this project that

can impact other implementations?


Research Study Methodology

Mixed methods two year study (2010-11, 2011-12)

Select group of teachers at McKinley Tech HS

Data collection components included:

o Pre and post surveys

o Student focus groups

o Teacher and administrator interviews

o Classroom observations

o Student achievement metrics

Speak Up data benchmarks

Collection usage statistics


McKinley Technology High School



STEM magnet school in Washington DC

College – going environment

Six STEM academies

Enrollment of 689 students

o 93% African-American

o 54% qualify for federal lunch program

Mixed bag in terms of technology access and teacher

usage of technology

Typical challenges of most urban high schools



Study participants:

o 283 high school students

o 8 teachers

Teachers were provided with access to Gale,

training and support

Instructions were to integrate Gale into daily

instruction


Research Study Methodology

Collections:

o Biography in Context

o Global Issues in Context

o Global Reference on the Environment, Energy and

National Resources

o Literature Resource Center

o Opposing Viewpoints in Context

o Student Resources in Context

o US History in Context

o World History in Context



• 8 Teachers in the Study Project in year 2

o 5 from year 1, + 3 new teachers in year 2

o Content disciplines:

• Biology

• English

• Global Perspectives

• Human Geography

• Issues in Bio Tech

• Physics

• US Government

• World History


Research Focus: Year 1

Classroom use of Gale resources:

Impact on student outcomes

Teachers’ value proposition on usage

Impact on teacher productivity

Development of workplace ready skills


Research Findings: Year 1

Ways to use Gale resources in the classroom:

Activate students’ prior knowledge

Assess student knowledge

Facilitate class discussion

Introduce a lesson

Illustrate a concept

Differentiate instruction

Homework assignment

Class project

Independent study

Student research

Background information

Primary

usage by

the

teachers



Classroom use of Gale resources

(formal and extra-curricular):

Integration of the resources into instruction

Resulting changes in teacher practice

Support of student self-directed learning

Development of college level research skills



Ways to use Gale resources in the classroom:

Activate students’ prior knowledge

Assess student knowledge

Facilitate class discussion

Introduce a lesson

Illustrate a concept

Differentiate instruction

Homework assignment

Class project

Independent study

Student research

Background information

Project

Based

Learning



Class project

Independent study

Student research

Project

Based

Learning

What is Project Based Learning?

An instructional approach built upon authentic learning activities

that engage student interest and motivation. These activities are

designed to answer a question or solve a problem and generally

reflect the types of learning and work people do in the everyday

world outside the classroom.



Gale resources support Project Based Learning

Case Study: Science Fair in Biology Class

Teacher was new to Gale

Teacher goals:

o Use outside resources to increate relevancy and quality

o Make it easy to use in class

o Support development of research skills

Teacher and students used Global Issues in Context





0 50 100 150 200 250 300 350 400 450

Seaches

Retrievals

Sessions

2011/Global Issues 2010/Global Issues

Global Issues

in Context –

increased usage

2011

200%

66%

39%





0 50 100 150 200 250 300 350 400 450

Seaches

Retrievals

Sessions

2011/Global Issues 2010/Global Issues

Purposeful

Sporadic





Results:

Met teacher’s goals

Increased student engagement

Higher quality projects

Richer class discussions

Easy to use

Proved case for teacher on value of Gale

Continued teacher usage with seamless integration




Case Study: National History Day Projects

Teachers had used Gale in year 1

Year 1 familiarity led to this idea for usage

Teachers’ goals:

o Support development of research skills

o Improve quality of submissions

o Provide out of school access

Teacher and students used US and World History in

Context





US & World

History in

Context –

increased usage

2011

0 200 400 600 800 1000 1200 1400 1600 1800

Seaches

Retrievals

Sessions

2011 US + World History 2010 US + World History

4X

5X

3X





Results:

Met teachers’ goals


Higher quality projects – more relevant

Extended learning opportunities

Opened teachers’ eyes to Gale use with projects

Changed teacher practice



Gale resources expands learning opportunities

Case Study: Use of podcast and video in World History class

2nd year project teacher

Teacher goals:

o Bring real world into class

o Facilitate class discussion

o Support development of media literacy skills

Teacher and students used Global Issues in Context



Case Study: Use of podcast and video in World History class

Results:

Met teacher’s goals


Richer class discussions with increased participation

Expanded learning opportunities

Created memorability

Sustained change in teacher practice

Impact of Gale resources on learning

0% 10% 20% 30% 40% 50% 60%

To do initial research

To do indepth research

To help with homework

To learn more about a topic on my own

To better understand a school topic

All Girls Boys

How students said they used Gale


Proficiency

Level

Teachers’

View

Students’

View - Girls

Students’

View - Boys

Expert –

Advanced

0% 15% 36%

Proficient 38% 58% 30%

Beginner 62% 7% 12%

Assessment on research skills


0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Increase studentengagement in

learning

Improve studentresearch skills

Enhance quality ofstudent work

Students are moreself-directed learners

Teachers Students


Changing the classroom experience

0% 10% 20% 30% 40% 50% 60%

Schoolwork is more engaging

Group projects are more successful

Class is more interesting

New ideas/perspectives are introduced

Better prepared for class discussions

Boys Girls


Changing the learner

0% 10% 20% 30% 40% 50% 60%

Improved communications skills

Improved critical thinking skills

Greater confidence in sources

Better learner/student

More control of my learning

Acquired new skills for college

Boys Girls

Why Gale?

Teachers’ perspective:

1. Easier to create relevant lessons

2. Enhanced quality of student interactions

3. Increases comfort using technology

4. Opportunity to explore topics more deeply

5. Better able to address DC content standards

6. Increases comfort with subject I am teaching

Why Gale?

Students say:

1. Accuracy, credibility, reliability

2. Ease of access

3. Depth and breadth of information

4. Addresses different learning styles through text,

audio and video

Why Gale?

One of our students summed it up this way:

“Here’s the advice I would give to

freshmen coming into McKinley. Don’t

bother with Google. With Gale , you can

read it, you can watch it, and you can

listen to it! Don’t Google it, Gale it!”

So, did Gale make a difference in student

achievement at McKinley Tech High School?

So, did Gale make a difference in student

achievement at McKinley Tech High School?

Subject Area Average ECR

Schoolwide

World History

Classes that

used Gale

Biology Class

that used Gale

Social Studies 2.2 2.7 NA

Science 2.2 NA 2.6

All Subjects 2.2 2.7 2.6

Yes!



Classroom use of Gale resources

(formal and extra-curricular):

Integration of the resources into instruction

Resulting changes in teacher practice

Support of student self-directed learning

Development of college level research skills



Key findings:

Gale is most effective when supporting project

based learning

Changes in teacher practice first require a personal

value proposition with Gale

Teachers value Gale to enhance lessons or

improve learning experiences

Students see Gale as way to develop workplace

and college skills

Gale increases student achievement



Lessons learned:

o It takes time and context matters!

o Don’t overlay – but integrate

o Administrative support is critical to success

o Top down + bottom up is better strategy than

hero teacher model

o Students have great ideas – use them!

Thank you.

Let’s continue this conversation.

Julie Evans

Project Tomorrow

[email protected]

949-609-4660 x15

mailto:[email protected]

gale resource efficacy study

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