A Case of Early Positive Results in Student Gains: The Institute for Chemistry Literacy Through Computational Science MSP
5. Conclusions
The ICLCS treatment produced a positive effect on student achievement among teachers engaged in treatment, compared with those who had not. The effect is all the more interesting because of the relatively brief period of time in which treatment had occurred. A lack of comparable teacher content gains indicates that mere teacher content acquisition through treatment did not result in the student gains. Efforts continue to investigate which aspects of treatment or other variables are most responsible for the student gains observed, and to what extent these gains are sustained over time. These efforts include intensive examination of classroom practice related experiences among a group of focus teachers, changes in learning network patterns, changes in intellectual leadership activities, and specific incorporation of computational and visualization tools in the classroom setting.
