Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Effects Of Departmentalized Versus Traditional Settings On Fifth Graders' Math And Reading Achievement, Connie B. Yearwood
Effects Of Departmentalized Versus Traditional Settings On Fifth Graders' Math And Reading Achievement, Connie B. Yearwood
Doctoral Dissertations and Projects
The purpose of this quantitative study was to determine whether fifth grade students who received instruction in a departmentalized setting achieved higher mean scale scores on the reading and math sections of the Georgia Criterion Referenced Competency Test (CRCT) than students who were taught in a traditional setting. Two one-way between-groups analyses of covariance were conducted to control for previous achievement while seeking to determine if a statistically significant difference existed in the mean reading and math scale scores of fifth grade students who were taught in different organizational structures. The findings suggest that students who received instruction in departmentalized …
Do Metacognitive Strategies Improve Student Achievement In Secondary Science Classrooms?, Jaunine Fouché, Mark A. Lamport, Ph.D.
Do Metacognitive Strategies Improve Student Achievement In Secondary Science Classrooms?, Jaunine Fouché, Mark A. Lamport, Ph.D.
Christian Perspectives in Education
Increasing prevalence of high-stakes testing calls for focus on value-added teaching and learning practices. Following is an inquiry regarding metacognitive teaching and learning practices as it pertains to secondary science classrooms. Research shows that the orchestration and inclusion of metacognitive strategies in the science classroom improve achievement under the following preconditions: (1) are pervasively embedded in the educational structure; (2) are part of appropriately rigorous and relevant curriculum; (3) are supported by ‘metacognitive friendly’ teaching strategies; (4) are explicitly practiced by students and teachers; and (5) enable students to take responsibility for their own learning.