POWERFUL LEARNING - THE IMPACT OF A CHECKLIST, PARTNERS, AND SEMINARSIN 2 URBAN ACCELERATED SCHOOLS

The goal of the Accelerated Schools Project is to provide powerful lea rning experiences for all children. Because teachers are sometimes rel uctant to embrace new practices, this study investigated the effects o f a yearlong project designed to bring powerful learning to the forefr ont in two urban accelerated schools. The interventions were Powerful Learning Farmers, Powerful Learning Seminars, and a teacher-constructe d checklist. Outcome measures were self-reported listings of strengths and challenges, self-assessments, and essays about powerful learning. Results indicate that partners and seminars can increase accelerated practices. Inflated self-assessment scores suggest that teachers are n ot fully aware of constructivist learning principles and accelerated p ractices.