Results of an evaluation of the impact of 1 of 4 population education units offered as part of the 9th grade urban studies curriculum in the Baltimore City school system are reported. The theme of the unit, called B-more or Baltimore, is that Baltimore City has qualities and problems similar to those of other urban areas but is also unique. 908 students exposed to the B-more unit and 205 controls participated in the evaluation in the fall of 1978. Gathering of demographic information on students participating in the evaluation was restricted. The impact of the B-more unit was measured along knowledge, attitude and behavior dimensions through written questionnaires and verbal interview questions. The unit was found to have succeeded in increasing knowledge about Baltimore's resources, increasing ability to utilize these resources, and teaching basic population and urban concepts. Students exposed to the B-more unit were more knowledgeable about their urban environment as illustrated by mapping tasks, and the majority reported that they had learned things that were new and/or important to them from the curriculum. B-more students had more positive attitudes toward the Baltimore suburbs than control students and more negative attitudes toward population growth. Little evidence was noted of changes in behavior resulting from the B-more unit. Recommendations are offered for strengthening the B-more unit and its impact on students.

中文翻译：

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巴尔的摩人口教育的影响

报告了对巴尔的摩市学校系统中作为 9 年级城市研究课程的一部分提供的 4 个人口教育单元中的 1 个的影响的评估结果。该单元的主题，称为 B-more 或 Baltimore，是巴尔的摩市具有与其他城市地区相似但又独一无二的品质和问题。1978 年秋季，908 名接触 B-more 单元的学生和 205 名对照学生参与了评估。参与评估的学生的人口统计信息的收集受到限制。B-more 单元的影响是通过书面问卷和口头访谈问题从知识、态度和行为维度来衡量的。发现该单位成功地增加了对巴尔的摩资源的了解，提高了利用这些资源的能力，并教授基本的人口和城市概念。如地图任务所示，接触 B-more 单元的学生对他们的城市环境更加了解，并且大多数报告说他们从课程中学到了新的和/或对他们很重要的东西。B-more 学生对巴尔的摩郊区的态度比对照组学生更积极，对人口增长的态度更消极。几乎没有证据表明 B-more 单元引起的行为变化。建议加强 B-more 单元及其对学生的影响。大多数人报告说他们从课程中学到了新的和/或对他们很重要的东西。B-more 学生对巴尔的摩郊区的态度比对照组学生更积极，对人口增长的态度更消极。几乎没有证据表明 B-more 单元引起的行为变化。建议加强 B-more 单元及其对学生的影响。大多数人报告说他们从课程中学到了新的和/或对他们很重要的东西。B-more 学生对巴尔的摩郊区的态度比对照组学生更积极，对人口增长的态度更消极。几乎没有证据表明 B-more 单元引起的行为变化。建议加强 B-more 单元及其对学生的影响。