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An evaluation of the SOAR-High Project: a web-based science program for deaf students.

The investigators evaluated the SOAR-High (Science, Observing, and Reporting-High School) Project, a web-based earth systems science course involving collaborating teachers and deaf students at high schools in California, Washington, DC, and Indiana. In SOAR-High, students use Internet- and computer...

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Published in:American Annals of the Deaf Vol. 147; no. 3; pp. 5 - 11
Main Authors: Barman CR, Stockton JD
Format: research tables/charts Journal Article
Published: American Annals of the Deaf Jul2002
Online Access:View this record in EBSCOhost
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      dt: Jul2002
      vid: 147
      iid: 3
      pid: 2466
      pub: American Annals of the Deaf
      place: Washington, District of Columbia
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        10.1353/aad.2012.0211
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        atl: An evaluation of the SOAR-High Project: a web-based science program for deaf students.
      aug:
        au:
          Barman CR
          Stockton JD
        affil: Professor of Science and Environmental Education, Department of Teacher Education, Indiana University-Purdue University Indianapolis
      sug:
        subj:
          Science Education
          Deaf Education Methods
          Students, High School
          Adolescence
          Multimethod Studies
          Evaluation Research
          World Wide Web
          Teleconferencing
          Interviews
          Observational Methods
          Teachers
          Outcomes of Education
          Education, Non-Traditional
          Student Attitudes
          California
          Indiana
          District of Columbia
          Human
          Adolescent: 13-18 years
      ab: The investigators evaluated the SOAR-High (Science, Observing, and Reporting-High School) Project, a web-based earth systems science course involving collaborating teachers and deaf students at high schools in California, Washington, DC, and Indiana. In SOAR-High, students use Internet- and computer-based technologies to gather and report information. The investigators and stakeholders identified 4 key questions: (a) Are the SOAR-High students becoming proficient in using the science process skills? (b) Do the SOAR-High curriculum materials explicitly stress the use of science process skills? (c) Do the SOAR-High students develop skills to work independently? (d) Does the SOAR-High Project aid in student motivation? Quantitative and qualitative evaluative tools to address each question included student and teacher interviews, classroom observations, performance-based tasks, and reviews of student website work. Findings showed convincing evidence for affirmative answers to all 4 questions. However, some students described difficulties with the reading levels of the SOAR-High materials; some teachers expressed concern about SOAR-High's effectiveness because of its use with students at different grade levels.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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