An Exploratory Study to Examine the Relationship Between Student and Teacher Perceptual Preference in Relation to Student Achievement in Reading in Grades Two, Three, Four, and Five of the Alcoa Public School District PDF Download
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Author: Jacquelyn Osborne Murphy
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 340
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Author: Jacquelyn Osborne Murphy
Publisher:
ISBN:
Category : Reading (Elementary)
Languages : en
Pages : 340
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 564
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Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 768
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Book Description
Author: Susan A. Ambrose
Publisher: John Wiley & Sons
ISBN: 0470617608
Category : Education
Languages : en
Pages : 336
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Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Author: Joyce L. Epstein
Publisher: Corwin Press
ISBN: 1483320014
Category : Education
Languages : en
Pages : 508
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Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author: David S. Cordray
Publisher:
ISBN:
Category :
Languages : en
Pages : 7
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Book Description
One of the most widely used commercially available systems incorporating benchmark assessment and training in differentiated instruction is the Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) program. The MAP program involves two components: (1) computer-adaptive assessments administered to students three to four times per year, and (2) teacher training and access to MAP resources on how to use data from these assessments to differentiate instruction. This report focuses on the program's impact after the second year of implementation, and seeks to answer the following questions on implementation fidelity and student outcomes: (1) Were MAP resources (training, consultation, web-based materials) delivered by NWEA and received and used by teachers as planned?; (2) Did MAP teachers apply differentiated instructional practices in their classes to a greater extent than their control counterparts?; (3) Did the MAP program (that is, training plus benchmark testing feedback) affect the reading achievement of grades 4 and 5 students after the second year of implementation, as measured by the Illinois Standards Achievement Test (ISAT) reading scale scores or the MAP composite test scores in reading and language use?; and (4) Were there variations in the impacts of the MAP intervention on grades 4 or 5 ISAT reading and MAP composite scores across subgroups of students after the second year of implementation? The study focused on grade 4 and 5 students in 32 public elementary schools across five districts in Illinois. The differential impact among low and high ability students at grade 4 suggests that the MAP program may have the greatest impact on low and high ability students.
Author: Glen C. Russell (IV)
Publisher:
ISBN:
Category : Language arts
Languages : en
Pages :
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Book Description
Close reading is a practice that is gaining a larger share of instructional time in contemporary classrooms largely due to the Common Core State Standards. Although it finds its roots in the New Criticism movement, only recently has it caught the attention of the primary and secondary education communities. Close reading centers on in-depth analysis of complex texts through text-dependent questioning. Traditional close reading assignments use teacher-selected texts, although a wide range of research supports offering students choice in the texts they read and study in school. This study combined the two practices of close reading and student self-selection of text, in order to examine effects on student attitudes and achievement. The study addressed the following research questions: 1. Will there be a statistically significant difference in achievement of seventh-grade advanced reading students between (a) those who are given a choice of texts in close reading assignments and (b) those who are assigned a single text for close reading assignments? 2. Will there be a statistically significant difference in attitudes of seventh-grade advanced reading students between (a) those who are given a choice of texts in close reading assignments and (b) those who are assigned a single text for close reading assignments. The research questions were examined using a quasi-experimental non-randomized pretest-posttest comparison group research design. The independent variable was the text used in close reading assignments: (1) a single teacher-selected text, where students have no choice; or (2) a text that is student-selected from three choices. The dependent variables were: (1) reading achievement as measured by the State of Texas Assessments of Academic Readiness (STAAR) seventh-grade reading test; and (2) student attitude toward close reading as measured in three domains by a researcher-developed attitude survey. The 130 participants for this study were drawn from a population of seventh-grade students enrolled in advanced reading classes at an intermediate school in a suburban school district outside of Houston, Texas. The two groups were taught by the same teacher, the researcher himself. Mixed design analysis of variance procedures were used to compare the two groups’ differences on pretest and posttest scores on the reading achievement tests and the three constructs measured in the attitude survey. There was no statistically significant difference in the reading achievement scores of the two groups. There were statistically significant differences for the Engagement and Educational Value constructs demonstrating that the group that had choice in the texts used for close reading had greater increases in these areas than the group using teacher-selected texts. There were no statistically significant differences between the two groups in the Empowerment construct on the survey. Overall, the results of this study suggest that for the purposes of teaching close reading to seventh-grade advanced reading students, offering them choice in reading material is preferable to offering only teacher-selected texts.
Author: John Hitchcock
Publisher:
ISBN:
Category :
Languages : en
Pages : 176
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Book Description
Collaborative Strategic Reading (CSR) is a set of instructional strategies designed to improve the reading comprehension of students with diverse abilities (Klingner and Vaughn 1996). Teachers implement CSR at the classroom level using scaffolded instruction to guide students in the independent use of four comprehension strategies; students apply the strategies to informational text while working in small cooperative learning groups. The current study is a randomized controlled trial (RCT) examining the effect of CSR on student reading comprehension. Within each participating linguistically diverse school, grade 5 social studies classrooms were randomly assigned to either the CSR condition (using CSR when delivering social studies curricula) or to the control condition (a business-as-usual condition). The implementation period was one school year. This study focused on the following confirmatory research question: In linguistically diverse schools, do grade 5 students in CSR classrooms have higher average reading comprehension posttest scores on the Group Reading Assessment and Diagnostic Evaluation (GRADE) than students in control classrooms? In addition, the study examined three exploratory research questions about CSR's effect on two subgroups of students: (1) Do grade 5 former and current English language learner (FC-ELL) students in CSR classrooms have higher average reading comprehension posttest scores on the GRADE than FC-ELL students in control classrooms?; (2) Do grade 5 non-ELL students in CSR classrooms have higher average reading comprehension posttest scores on the GRADE than non-ELL students in control classrooms?; and (3) Does CSR have a differential impact on GRADE reading comprehension posttest scores for grade 5 FC-ELL and non-ELL students? The intent of these exploratory analyses was to examine whether there is an effect for each subgroup separately, as well as whether there is a differential effect between the subgroups. The primary finding of this study is that CSR did not have a statistically significant impact on student reading comprehension. Nine sensitivity analyses--including alternative statistical approaches, an alternative approach for handling missing data, and different sample specifications--showed that the findings were robust to different analytic approaches. Three exploratory analyses were also conducted to examine the effects of CSR on FC-ELL and non-ELL students. Statistically significant effects on student reading comprehension were not identified for either subgroup, and no statistically significant differential impacts were identified. It is often the case that RCTs, because of their greater rigor, do not support the findings of prior quasi-experiments (Glazerman, Levy, and Myers 2002, 2003). With all other design features held constant, randomization yields stronger evidence about program impacts than do quasi-experiments (Boruch 1997; Shadish, Cook, and Campbell 2002). The current investigation evaluated the impact of CSR in an effectiveness trial designed to approximate a district's implementation of CSR. Data on the fidelity of implementation suggest that professional development was generally delivered according to plan. Data on teacher fidelity of CSR implementation showed that 78.8 percent of teachers reported using CSR two or more times a week, as instructed. However, the single observation conducted for each classroom found that 21.6 percent of CSR teachers were using all five core teacher strategies, which the study defined as full procedural fidelity; 56.8 percent of teachers were observed using three or fewer strategies. Appendices include: (1) Identification and exit criteria for English language learner students in Oklahoma and Texas; (2) Assumptions used to determine statistical power and observed power; (3) Random assignment; (4) Analysis of consent rate at baseline; (5) Estimation methods; (6) Frequently asked questions about contamination; (7) Attrition analyses; (8) Response rates for demographic data; (9) Fall and spring teacher surveys; (10) Fall coaching observation form; (11) Multiple imputation; (12) Assigning students to cooperative learning groups; (13) Critical procedural behaviors for Collaborative Strategic Reading strategies; (14) Observer training for the subscale Expository Reading Comprehension observation instrument and interrater reliability; (15) Descriptive statistics on Group Reading Assessment and Diagnostic Evaluation scores; (16) Baseline equivalence results for multiply imputed analytic dataset; and (17) Full analytic output tables. A glossary is included. (Contains 52 tables, 3 figures and 46 footnotes.
Author: Keith D. Klusmeyer
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 182
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Book Description
Author: David Stern
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 224
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Book Description
This book explains the unique design and functioning of the career academy - a vigorous school-within-a-school that focuses on career preparation - and shows how it goes beyond traditional vocational programs to integrate academic and vocational curriculum, raise student ambitions, increase career options, and provide a meaningful learning context for both potential dropouts and college-bound youth. The authors provide education policy makers, administrators, and teachers with step-by-step guidance for setting up career academies. Drawing on their extensive experience in researching, administering, and evaluating career academies over the past decade, the authors offer advice on handling staffing, budgeting, student selection, and parental involvement. They explain how to build effective school-business partnerships by recruiting employers to serve as curriculum advisers, speakers, field trip hosts, and student job supervisors. And they use examples of thriving academy programs to illustrate how career academies are leading the way in bringing rigor and relevance back to the classroom.
