26.077 - Teens Teaching and Leading: The Peer-Enabled Restructured Classroom in Urban STEM

Session Type: Symposium

Abstract

The symposium describes the Peer Enabled Restructured Classroom (PERC) model, a STEM initiative in eight secondary schools in a major urban district. The innovative model is designed to improve teaching and close the achievement gap in public, non-selective schools that serve minority, low SES populations, including large numbers of English Language Learners. PERC provides students with high quality learning experiences through small group peer-led instruction. It offers leadership opportunities to average-achieving students, and engenders deep change in teacher beliefs and expectations. The session presents quantitative and qualitative evidence of positive impacts on students, student leaders, and teachers. The findings converge to indicate that PERC is a powerful and sustainable new model for STEM learning in urban schools.

Sub Unit

• SIG-Urban Learning, Teaching, and Research

Chair

• Sarah M. Bonner, Hunter College - CUNY

Papers

• Using Genetic Matching Methods to Evaluate the Impact of PERC/MSPinNYC2 - Ally Thomas, University of Pittsburgh; Sarah M. Bonner, Hunter College - CUNY; Howard T. Everson, City University of New York

• The Effect of Peer-Facilitated Learning on Teen Leaders - Sarah M. Bonner, Hunter College - CUNY; Leslie Keiler, York College - CUNY

• Teachers' Roles and Identities in Peer-Mediated Learning Environments - Leslie Keiler, York College - CUNY

• Literacy Strategies in the Peer-Enabled Restructured Math and Science Classroom: Supporting All Students' Content Literacy Development - Linda Gerena, York College - CUNY

• Improving College Knowledge for Average-Achieving Students in Urban High-Needs Schools - Gwendelyn Rivera, Lehman College - CUNY

Discussant

• Ronald Gallimore, University of California - Los Angeles