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Full-Text Articles in Education

Follow-Up, A Key Component Of Successful Professional Development, Peter J. Smith, Diana Casey Nov 2010

Follow-Up, A Key Component Of Successful Professional Development, Peter J. Smith, Diana Casey

Educational Leadership Faculty Publications

Inexperienced teachers' perceived classroom effectiveness of their planning and preparation, classroom environment, instruction, and professional responsibilities domains were analyzed to determine the effects of active follow-up compared to information-based follow-up of classroom management training (N = 50). Inexperienced teachers enrolled in I Can Do It Classroom Management Training were randomly assigned to active follow-up to the training (n = 24) or information-based follow-up to the training (n = 26). As reflected by the pretest and posttest evaluation form measuring their perceived effectiveness in the domains of planning and preparation, classroom environment, instruction, and professional responsibilities, teachers participating in active follow-up of the training ...


Explicitly Differentiated Eighth-Grade Reading Instruction In A Rural Middle School Seeking To Reestablish Adequate Yearly Progress Benchmarks, John W. Hill, Sean Dunphy Sep 2010

Explicitly Differentiated Eighth-Grade Reading Instruction In A Rural Middle School Seeking To Reestablish Adequate Yearly Progress Benchmarks, John W. Hill, Sean Dunphy

Educational Leadership Faculty Publications

The purpose of this study was to determine the effect of explicitly differentiated reading instruction on eighth-grade students’ reading comprehension assessment scores and classroom reading grade scores in a rural middle school seeking to reestablish satisfactory No Child Left Behind, Adequate Yearly Progress, benchmarks. After one school year of participation in assessment-based and readiness-focused explicitly differentiated instruction, randomly assigned students across all three reading ability conditions high (n = 25), middle (n = 25), and low (n = 25) had statistically significantly improved pretest-posttest reading comprehension assessment scores and classroom reading grade scores. Furthermore, statistical equipoise was observed for posttest-posttest reading comprehension assessment ...


Must Economics Always Determine Academic Destiny? Achievement Across Time In Two Academically Equivalent But Socioeconomically Diverse Same City Catholic Schools, Roseanne L. Williby, John W. Hill Jun 2010

Must Economics Always Determine Academic Destiny? Achievement Across Time In Two Academically Equivalent But Socioeconomically Diverse Same City Catholic Schools, Roseanne L. Williby, John W. Hill

Educational Leadership Faculty Publications

The study analyzed the pretest-posttest results of high stakes test scores, absence frequencies, and high school eligibility cut scores of students who completed fourth-grade through eighth-grades in two academically equivalent but socioeconomically diverse same city Catholic schools. Study outcomes were compared for a naturally formed group of students (n = 28) who had completed fourth-grade through eighth-grades in an urban Catholic school representing fewer family socioeconomic advantages and 40% eligibility for free and reduced price lunch program participation and tuition assistance and a randomly selected group of students (n = 28) completing fourth-grade through eighth-grades in a suburban Catholic school representing greater ...


Principal Led In-Class Positive Behavioral Support Intervention, David Lavender, John W. Hill Jan 2010

Principal Led In-Class Positive Behavioral Support Intervention, David Lavender, John W. Hill

Educational Leadership Faculty Publications

Results of this one-year study supported the use of an in-class behavioral intervention program that allowed 8th-grade students to reclaim themselves after verbally disruptive behavioral incidences with direct principal led administrator assistance resulting in student return to differentiated individualized instructional classroom activities. Students involved in a second verbally disruptive incident in the classroom were identified for intervention. Academic and behavioral improvement noted for verbally disruptive students with co-occurring below grade level reading test scores (n = 23) and verbally disruptive students with grade level reading scores (n = 12) suggests continued use of this intervention. All participants were in attendance in a ...