Search results for: Student achievement
Page 3/3 30 items
Student engagement has been identified as an important precursor to student learning. Engagement, especially in the middle years, is now at the centre of mainstream education discussion and debate. Three contesting epistemological constructions of student engagement are identified.
Updated: Jan. 26, 2009
Teacher Behaviour and Student Outcomes: Suggestions for Research on Teacher Training and Professional Development
The study reported here examines whether teaching skills included in the dynamic model of educational effectiveness can be grouped into types of teacher behavior and whether these types are related with different student outcome measures. The data stem from a study which was conducted in order to test the validity of the dynamic model.
Updated: Jan. 05, 2009
Effects of Multimedia Software on Achievement of Middle School Students in an American History Class
This study investigated social studies achievement as a result of utilizing a multimedia-based American history software program (Ignite Early American History, 2003) to augment textbook and lecture materials for seventh-grade middle school history students. The instructional software used was an interactive multimedia program designed to teach middle school students through video, song, animation, text, and other media to develop critical thinking skills while acquiring knowledge of required content strands (Ignite Learning, 2003).
Updated: Dec. 29, 2008
An Investigation of the Effects of Variations in Mentor-Based Induction on the Performance of Students in California
Policy makers are concerned about teacher shortages and the high rate of attrition among new teachers. Mentor-based induction has been shown to reduce the numbers of new teachers leaving schools or the profession. However, staying in the profession does not mean that new teachers are effective in helping students learn. The purpose of the project was to study how variations in new teacher support programs are related to changes in student achievement.
Updated: Dec. 22, 2008
In this article, the author uses James A. Banks’s conceptualization of the five components of multicultural educational practice—content integration, knowledge construction, prejudice reduction, equity pedagogies, and empowering school cultures—to examine the empirical evidence for the influence of each of these five different components on the academic outcomes of students of color and intergroup relations in schools. The empirical research reveals that all five components of multicultural educational practice outlined by Banks to have a strong, positive impact on the educational outcomes of students of color and to improved intergroup relations.
Updated: Dec. 17, 2008
Employing mixed-method approach, this case study examined the in situ use of educational computer games in a summer math program to facilitate 4th and 5th graders’ cognitive math achievement, metacognitive awareness, and positive attitudes toward math learning. The results indicated that students developed more positive attitudes toward math learning through five-week computer math gaming. The study findings have highlighted the value of situating learning activities within the game story, making games pleasantly challenging, scaffolding reflections, and designing suitable off-computer activities.
Updated: Dec. 01, 2008
A MUVE Towards PBL Writing: Effects of a Digital Learning Environment Designed To Improve Elementary Student Writing
This study examined whether game elements could be used along with Problem Based Learning (PBL) in a digital learning environment to improve student writing. Results from this study included statistically significant decreases in teacher time spent answering procedural and directional questions, increased voluntary student writing, and improved standardized achievement scores on writing tasks.
Updated: Nov. 24, 2008
General and Special Educators' Predictions of Student Success as a Function of Learner Characteristics and Teacher Experience
This study compared the influence of teacher and learner characteristics on general and special educators' predictions of student success. The sample consisted of 384 general and 384 special education elementary and middle school teachers who reported year of experience and responded to case studies describing a student for whom gender, reading achievement, social behavior, and attentiveness were manipulated experimentally.
Updated: Sep. 28, 2008
The appreciation and realisation of research-based teacher education: Finnish students' experiences of teacher education
The subjects of the Finnish research project that sought to describe student teacher's perspectives on research-based approach were part of a special group of students, worked as teachers without being officially qualified to do so before they entered teacher education. The research was carried out as a web-based survey (n = 113). The questionnaire was based on the structure of the curriculum of the teacher education programme, including items from each part of the curriculum. The subjects were asked about both attitudes and experiences. the students appreciate the research-based approach as the main organising theme of teacher education.
Updated: Sep. 11, 2008
The Impact of Teacher Preparation on Student Achievement in Algebra in a 'Hard-to-Staff' Urban PreK-12-University Partnership
The purpose of this study was to determine if a nontraditional teacher preparation program, the Transition To Teaching program, was a viable way to ease the teacher shortages in a high poverty, urban U.S. school district, and at the same time, to evaluate the impact of teacher training on students' academic achievement. The results of this study afford evidence that the students taught by 1st-year, alternatively prepared teachers achieved as well as or better than their peers taught by traditionally certified 1st-year teachers, according to student achievement in mathematics, specifically Algebra I.
Updated: Feb. 07, 2008