Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Mathematics (2)
- Achievement (1)
- Alternative certification (1)
- Arts (1)
- At-risk youth (1)
-
- Attitudes (1)
- Automaticity (1)
- Cognition (1)
- Content knowledge (1)
- Course-taking (1)
- Curriculum (1)
- Curriculum-based measurement (1)
- Direct instruction (1)
- Discovery learning (1)
- Elementary education (1)
- Fluency (1)
- Gender equity (1)
- Health education (1)
- Healthy life choices (1)
- Practice methods (1)
- SAT (1)
- Science instruction (1)
- Self-confidence (1)
- Self-esteem (1)
- Social studies education (1)
- Social studies; history education; professional development; activity theory; teacher development; curricular reform. (1)
- Student achievement (1)
- Student learning (1)
- Teacher education (1)
- Transfer (1)
Articles 1 - 8 of 8
Full-Text Articles in Education
Improving The Self-Esteem Of At-Risk Youth, Gavrielle Levine, Deborah Majerovitz, Elizabeth Schnur, Charletta Robinson, Cadine Soman
Improving The Self-Esteem Of At-Risk Youth, Gavrielle Levine, Deborah Majerovitz, Elizabeth Schnur, Charletta Robinson, Cadine Soman
NERA Conference Proceedings 2008
This study, which is part of a larger study, describes and evaluates a federally-funded (U.S. Administration for Children and Families, CBAE) program, RESOLVE, designed to increase self-esteem and encourage healthy life choices of at-risk youth. This program combines an educational component teaching healthy lifestyles, goal setting, and refusal skills to avoid unhealthy behaviors with a vocational training component. Preliminary data from post-test analysis show increased content knowledge and modest increases in self-esteem suggesting that this program is a promising way to reach a challenging population. It incorporates best practices in health education by taking a holistic approach and addressing physical …
Improving Automaticity With Basic Addition Facts: Do Taped Problems Work Faster Than Cover, Copy, Compare?, James Cressey, Kristin Ezbicki
Improving Automaticity With Basic Addition Facts: Do Taped Problems Work Faster Than Cover, Copy, Compare?, James Cressey, Kristin Ezbicki
NERA Conference Proceedings 2008
This small pilot study compared the effectiveness of two interventions to improve automaticity with basic addition facts: Taped Problems (TP) and Cover, Copy, Compare (CCC), in students aged 6-10. Automaticity was measured using Mathematics Curriculum-Based Measurement (M-CBM) at pretest, after 10 days, and after 20 days of intervention. Our hypothesis was that the TP group will gain higher levels of automaticity more quickly than the CCC and control groups. However, when gain scores were compared, no significant differences were found between groups. Limitations to the study include low treatment integrity and a short duration of intervention.
A Case Study Of Teachers' Mathematics Content Knowledge And Attitudes Toward Mathematics And Teaching, Brian R. Evans
A Case Study Of Teachers' Mathematics Content Knowledge And Attitudes Toward Mathematics And Teaching, Brian R. Evans
NERA Conference Proceedings 2008
This study intended to measure teacher mathematical content knowledge both before and after the first year of teaching and taking graduate teacher education courses in the Teach for America (TFA) program, as well as measure attitudes toward mathematics and teaching both before and after TFA teachers’ first year. There was a significant increase in both mathematical content knowledge and attitudes toward mathematics over the TFA teachers’ first year teaching. Additionally, several significant correlations were found between attitudes toward mathematics and content knowledge. Finally, after a year of teaching, TFA teachers had significantly better attitudes toward mathematics and teaching than neutral.
Rigorous Curriculum And Sat, Feifei Li, Thanos Patelis, Robert Lissitz
Rigorous Curriculum And Sat, Feifei Li, Thanos Patelis, Robert Lissitz
NERA Conference Proceedings 2008
The main purposes of this study are to investigate the relation between course-taking pattern and the SAT score, and examine the invariance of this relation across subgroups. In addition, we are also going to verify the accuracy of self-reported information from the SAT Questionnaire by examining the actual high school transcripts, and build the link between SAT and the achievement by correlating SAT scores with state assessment scores. If the SAT score is a function of high school course-taking behaviors regardless of students' gender, socioeconomic status (SES) and ethnicity, every student should be provided with equal opportunity for rigorous curriculum.
Cognition And Student Learning Through The Arts, Steven A. Melnick, Judith T. Witmer, Martha J. Strickland
Cognition And Student Learning Through The Arts, Steven A. Melnick, Judith T. Witmer, Martha J. Strickland
NERA Conference Proceedings 2008
An increasing number of recent research studies suggest connections between cognition, social and emotional development, and the arts. Some studies indicate that students in schools where the arts are an integral part of the academic program tend to do better in school than those students where that is not the case. This study examines home/school factors that contribute most to variance in student learning and achievement and the arts from over 8,000 students in grade 5. The findings suggest in-school arts programs may have less of an impact on student achievement than proposed by previous research.
Preservice, Secondary Social Studies Teachers' Perceptions Of Gender Equity, Margaret M. Monaghan
Preservice, Secondary Social Studies Teachers' Perceptions Of Gender Equity, Margaret M. Monaghan
NERA Conference Proceedings 2008
This study examines preservice, social studies teachers’ perceptions of gender equity. The assumption that preservice teachers recognize gender as an important issue and are willing and able to take the initiative to remedy inequities in their classroom structures and content is considered. Six participants were interviewed using Seidman’s (2006) three-round, interview protocol. A focused life history was compiled to situate participants’ perceptions within their personal and professional experiences. Findings suggest a disconnect between preservice teachers' intentions and their practice in regards to gender equity. More explicit attention to gender equity in teacher education programs is recommended.
The Effect Of Direct Instruction Versus Discovery Learning On The Understanding Of Science Lessons By Second Grade Students, Marisa T. Cohen
The Effect Of Direct Instruction Versus Discovery Learning On The Understanding Of Science Lessons By Second Grade Students, Marisa T. Cohen
NERA Conference Proceedings 2008
This study examined the effectiveness of discovery learning and direct instruction in a diverse second grade classroom. An assessment test and transfer task were given to students to examine which method of instruction enabled the students to grasp the content of a science lesson to a greater extent. Results demonstrated that students in the direct instruction group scored higher on the assessment test and completed the transfer task at a faster pace; however, this was not statistically significant. Results also suggest that a mixture of instructional styles would serve to effectively disseminate information, as well as motivate students to learn.
An Activity Theoretical Approach To Designing Curriculum And Instruction That Shift The Means And Ends Of History Education, Thomas H. Levine
An Activity Theoretical Approach To Designing Curriculum And Instruction That Shift The Means And Ends Of History Education, Thomas H. Levine
NERA Conference Proceedings 2008
Reformers want history education to help students learn to engage in historical inquiry, read critically across conflicting sources, and engage in civil discussion of controversial issues. How can we help teachers and students shift the roles, norms, and activity in history classrooms to achieve these aims? An activity-theoretical framework suggests the value of explicitly attending to multiple aspects of human activity when designing and presenting reform-oriented pedagogies or curricula. Such attention increases the odds that teachers who implement new approaches or curriculum will achieve significant shifts in the means and ends of history education.