Search results for: Academic achievement
Page 7/9 86 items
The current paper presents findings from an evaluation of an instructional-technology professional development (PD) program. In this multiphase evaluation, the authors examined program's fidelity and its relationship to the program's impact on teachers and students. The authors collected three levels of data: PD level, teacher level, and student level. The authors found connections between student outcomes and the program and teacher outcomes. This finding suggests that high-quality PD leads to improved teacher knowledge, which can then lead to higher student achievement.
Updated: Mar. 15, 2011
Attention has been directed toward extended school time as a measure to improve academic achievement. past reviewers have argued that any positive relation between allocated time and achievement is tentative and instructional quality needs to be addressed first. After a comprehensive search of the literature, 15 empirical studies of various designs conducted since 1985 were found. The findings suggest that extending school time can be an effective way to support student learning.
Updated: Feb. 28, 2011
The present review examines academic and policy research in search of explanations, emphasizing what is known about challenges stemming from three levels of influence: the macro-level opportunity structure; institutional practices; and the social, economic, and academic attributes students bring to college. The paper also discusses potential and ongoing reforms that could increase rates of community college success by addressing one or more areas of influence. It is concluded that increasing success in the open-access, public 2-year sector requires reforms directed at multiple levels and cannot be achieved with either student- or institution-focused incentives alone.
Updated: Feb. 28, 2011
The present systematic review of algebra instructional improvement strategies identified 82 relevant studies with 109 independent effect sizes representing a sample of 22,424 students. Five categories of improvement strategies emerged: technology curricula, nontechnology curricula, instructional strategies, manipulatives, and technology tools. All five of these strategies yielded positive, statistically significant results.
Updated: Feb. 24, 2011
Is the Grass always Greener? The Effect of the PISA Results on Education Debates in Sweden and Germany
The current article describes the political debates that comparative international studies such as the Programme for International Student Assessment have given rise to in Germany and Sweden. As a result of the assessments, both countries have gone outside their borders in order to find new models and policy norms. The article analyzes whether or not the debate on educational policy in the two countries plays a role in policy borrowing.
Updated: Jan. 25, 2011
The article seeks to explain how students from middle-class to upper-middle-class communities continue to pull ahead of students from other backgrounds. A mixed-method ethnographic study that followed a diverse group of high- and underachieving students through their entire high school careers. The article describes the practices that were oriented toward producing competitive academic success, including: 1) the class cultural community achievement ideology; (2) the school’s institutional advantaging of its pupils; (3) student identities and strategies for school success; and (4) parental intervention in school and manipulation of educational policies.
Updated: Nov. 28, 2010
Scholarship Girls Aren't the Only Chicanas Who Go to College: Former Chicana Continuation High School Students Disrupting the Educational Achievement Binary
In this article, the authors re-conceptualize the way educational scholarship defines 'high achieving.' The authors use critical race theory, Latina/o critical theory, and Chicana feminist epistemologies to examine the journeys of five self-identified Chicana women who attended a continuation high school in California. The authors highlight the resistance strategies these young women employ through their critique of social oppression. The authors conclude with recommendations to help educators and policy makers prepare this growing number of students for postsecondary schooling.
Updated: Nov. 10, 2010
Is This What We Want Them to Say? Examining the Tensions in What U.S. Preservice Teachers Say about Risk and Academic Achievement
This paper examines how a group of preservice teachers—enrolled in a teacher education program that challenges deficit thinking—understand and talk about academic achievement. The article pays particular attention to the extent to which the candidates account for academic achievement and recognize potential academic risk. The author suggests the need to illuminate the complex body of knowledge that informs teacher candidates' understanding, particularly the knowledge deployed in teacher education curriculum.
Updated: Sep. 05, 2010
This study identifies practices of effective teachers of writing. Three schools with significantly higher achievement in an area that underperforms nationally were identified and within them teachers whose students exhibited superior progress were selected. This article argues that student achievement in writing is likely to be higher when teachers exhibit strengths in these hallmarks.
Updated: Aug. 15, 2010
Producing Caring Qualified Teachers: An Exploration of the Influence of Pre-service Teacher Concerns on Learner-Centeredness
The current study investigated the relationship of pre-service teachers' learner-centeredness and their concerns related to how learner-centered education affects students. Results indicated that as learner-centeredness increased, so did concerns about student outcomes. Implications for teacher education programs in the US and abroad will be discussed.
Updated: Aug. 03, 2010