Search results for: Academic achievement
Page 4/9 86 items
Race, Ethnicity, and College Success: Examining the Continued Significance of the Minority-Serving Institution
This article evaluates student postsecondary outcomes by race and ethnicity in Texas’s large minority-serving institution (MSI) sector utilizing state administrative data from 1997 to 2008. The authors conclude that Hispanic-serving institutions are particularly critical locations for Hispanics while the non-MSI community colleges emerge as key institutions for Black students, signaling important implications for how historically Black colleges and universities might address recruitment and transfer strategies.
Updated: Sep. 17, 2013
As education reform shifts the focus to college and career readiness, approaches for setting performance standards need to be revised. The authors argue that the focus on assessing student readiness can move performance standards toward an increasingly empirical grounding, and leading to better guideposts for instructional improvement. Specifically, the authors describe and illustrate the processes and practices associated with evidence-based standard setting.
Updated: Sep. 17, 2013
Teacher Academy Induction Learning Community: Guiding Teachers Through Their Zone of Proximal Development
This article aims to examine the effectiveness of the induction support provided to teacher candidates/interns as they transition into the teaching profession. This case study is an analysis of the Academy for Teacher Excellence’s (ATE) support provided by the Teacher Academy Induction Learning Community (TAILC). The authors contend that the induction program presented can serve not only to support the retention of Latino teacher candidates, but can be used as a model to support other candidates working with diverse populations. The authors conclude that effective teacher induction support assists novice teachers through their zone of proximal development in becoming members of a community of practice.
Updated: Sep. 15, 2013
The study raises questions about the pedagogy of initial teacher education, particularly in relation to the assumptions teachers educators make about the candidates they teach. The findings suggest that the prior knowledge that students bring to initial teacher education is both a resource and a challenge for teacher educators.
Updated: Aug. 26, 2013
The Effects of Online Teacher Professional Development on Fourth Grade Students’ Knowledge and Practices in English Language Arts
The authors present the results of a randomized controlled trial exploring the effects of a learning-community model of OPD for teachers on the knowledge and practices of their students in the context of fourth grade English language arts. There were significant treatment effects for some student outcomes.
Updated: Aug. 26, 2013
Are the Traditional Curricula Dispensable? A Feature Pattern to Compare Different Types of Curriculum and a Critical View of Educational Standards and Essential Curricula in Germany
The author presents a curriculum-theoretical instrument, which allows a systematic analysis of the structure of curricula. This instrument was developed based on German curricula, a country in which a large-scale educational reform was set in motion involved the adoption of new curriculum types.
Updated: Jun. 26, 2013
Why Are Migrant Students Better Off in Certain Types of Educational Systems or Schools than in Others?
This article is concerned with the combined estimation of the effects of educational systems, school composition, track level, and country of origin on the educational achievement of 15-year-old migrant students. The authors focus specifically on the effects of socioeconomic and ethnic background on achievement scores and the extent to which these effects are affected by characteristics of the school, track, or educational system in which these students are enrolled.
Updated: Apr. 25, 2013
The authors explored pupils’ understanding of chemical change. This change was investigated in relation to two cognitive variables: logical thinking and field-dependence/field-independence. The participants were 99 sixth-grade elementary school pupils, which were involved in two different tasks related to combustion. The findings provide empirical evidence that the above individual differences have an effect on pupils’ understanding the phenomenon of chemical change at that critical age.
Updated: Apr. 23, 2013
Incorporating Critical Thinking in the Pedagogical Content of a Teacher Education Programme: Does It Make A Difference?
This study assesses the effects of a critical thinking-based pedagogical course on student teachers’ content knowledge and CT disposition. Although the students who were exposed to CT-based instruction showed better progress in both academic achievement and CT disposition than in traditional instruction, this result was not statistically significant according to the Mixed Factorial ANOVA and ANCOVA results.
Updated: Mar. 24, 2013
The purpose of this study was to examine the schooling experiences of five Black college reentry mothers. This study also aimed to explicate the ways in which the participants theorize and make meaning of the complexities of their lives, particularly in regard to the intersections of race, college reentry, and motherhood. The findings reveal that the participants believed their college reentry served as counterpoint to the three stereotypes about Black mothers discussed in this article: the mammy, the matriarch, and the welfare mother/welfare queen.
Updated: Feb. 26, 2013