A Study of Selected Environmental Factors and Their Effect on the Academic Achievement of the Pupils Attending the Rand Elementary School Kaufman, Texas PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Study of Selected Environmental Factors and Their Effect on the Academic Achievement of the Pupils Attending the Rand Elementary School Kaufman, Texas PDF full book. Access full book title A Study of Selected Environmental Factors and Their Effect on the Academic Achievement of the Pupils Attending the Rand Elementary School Kaufman, Texas by Pauline Banks Davis. Download full books in PDF and EPUB format.
Author: Pauline Banks Davis
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 118
Get Book Here
Book Description
Author: Pauline Banks Davis
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 118
Get Book Here
Book Description
Author: John F. Pane
Publisher:
ISBN:
Category : Charter schools
Languages : en
Pages : 56
Get Book Here
Book Description
"The basic concept of personalized learning (PL)--instruction that is focused on meeting students' individual learning needs while incorporating their interests and preferences--has been a longstanding practice in U.S. K-12 education. Options for personalization have increased as personal computing devices have become increasingly affordable and available in schools and developers created software to support individual student learning. In recent years, it has become more common for schools to embrace schoolwide models of PL. We collected data from schools in the Next Generation Learning Challenges (NGLC)'s Breakthrough School Models program. Our study seeks to describe the practices and strategies these schools used to implement PL, understand some of the challenges and facilitators, and consider these alongside achievement findings to discern patterns that may be informative. Teachers and students reported higher levels of many aspects of personalization than their counterparts in a national sample. These included time for one-on-one tailored support for learning; using up-to-date information on student progress to personalize instruction and group students; students tracking their own progress; competency-based practices; and flexible use of staff, space, and time. However, some more-difficult-to-implement aspects did not appear to differ from practices in schools nationally, such as student discussions with teachers on progress and goals; keeping up-to-date documentation of student strengths, weaknesses, and goals; and student choice of topics and materials. We estimate study students gained about 3 percentile points in mathematics relative to a comparison group of similar students. In reading, there was a similar trend, though it was not statistically significant. Low-performing and high-performing students appeared to benefit"--Publisher's description.
Author: Stephen Brace Conger
Publisher:
ISBN:
Category : Prediction of scholastic success
Languages : en
Pages : 86
Get Book Here
Book Description
Author: Carly H. Gallagher
Publisher:
ISBN: 9781634840408
Category : Education
Languages : en
Pages : 200
Get Book Here
Book Description
Academic performance is determined by several factors. The aim of the first paper in this book is to describe the relationship between the goals of adolescents, their everyday life and the influence these factors have on academic achievement. Chapter two focuses on a longitudinal investigation of students' well-being experiences within the framework of motivational beliefs. Chapter three aims to analyze differences in academic self-attributions and learning strategies between aggressive and nonaggressive Spanish adolescents, and to identify the predictive role of self-attributions and learning strategies in academic promotion of aggressive Spanish adolescents. Chapter four analyzes a simulation software and sensitivity analysis for future student academic performance. Chapter five establishes how personal self-regulation and different contexts of stress produce differences in the coping strategies used by students, whether university students or graduates who are preparing for competitive exams. Chapter six provides a model with the main variables that can predict, with a certain degree of accuracy, school achievement and success, in order to put forward interventions and counseling to prevent students from dropping-out of health professions degree courses. Chapter seven critically reviews the different assessments and processes used within medical training and considers the affective implications for students, educators and eventually patients. Chapter eight addresses the teaching of physiology in different continents, and particularly, that of laboratories, and discusses a historical review of medicine in Mexico as well as the birth of Physiology in our country. Chapter nine analyzes student performance on the Grade 8 Texas Assessment of Knowledge and Skills (TAKS) Mathematics exam for students in two Texas school districts to determine the extent to which differences were present as a function of Saxon Math instruction. The final chapter examines school district size and it's impact on black student performance.
Author: Donald R. Collins
Publisher:
ISBN:
Category :
Languages : en
Pages : 282
Get Book Here
Book Description
Author: Guy Montrose Whipple
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 388
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 590
Get Book Here
Book Description
Author: Claire Cosper Johnson
Publisher:
ISBN:
Category : Ability, Influence of age on
Languages : en
Pages : 158
Get Book Here
Book Description
Author: George Austin Retan
Publisher:
ISBN:
Category :
Languages : en
Pages : 184
Get Book Here
Book Description
Author: Sean Grant
Publisher:
ISBN: 9780833099624
Category : Education
Languages : en
Pages : 0
Get Book Here
Book Description
The reauthorization of the U.S. Elementary and Secondary Education Act, referred to as the Every Student Succeeds Act (ESSA), emphasizes evidence-based interventions while giving states and districts new flexibility on the use of federal funds, including funds that could be used to support social and emotional learning (SEL). The authors review recent evidence on U.S.-based SEL interventions for K-12 students to better inform the use of SEL interventions under ESSA. This report discusses the opportunities for supporting SEL under ESSA, the standards of evidence under ESSA, and SEL interventions that meet the standards of evidence and might be eligible for federal funds through ESSA. Federal, state, and district education policymakers can use this report to identify relevant, evidence-based SEL interventions that meet their local needs. A companion volume (available on the website) catalogues these interventions in more detail and outlines the research that has examined them.
