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Full-Text Articles in Education
Gendered Patterns In High Achievement In Mathematics For Grades 4,6, And 8, Laura J. Falvey
Gendered Patterns In High Achievement In Mathematics For Grades 4,6, And 8, Laura J. Falvey
Master's Theses, Dissertations, Graduate Research and Major Papers Overview
Since 2001 , No Child Left Behind (N CLB) legislation has mandated that every state test students' educational progress annually, allowing each state to choose among many different instruments (Hoff, 2008). This demand for educational testing of all students has enabled the growth and availability of raw achievement data for subject areas tested and created an opportunity for a wide range of knowledge discovery. Not all states report testing results disaggregated by gender but in 2008, Hyde, Lindberg, Linn, Ellis, and Williams conducted research on data from I 0 states that do. They found the weighted mean achievement scores in …
Doing Science Their Way, Carol M. Giuriceo
Doing Science Their Way, Carol M. Giuriceo
Master's Theses, Dissertations, Graduate Research and Major Papers Overview
From the perspective of social cultural anthropology employing the field research techniques of ethnography this study focuses on the experiences and perspectives of sixth grade girls in a moderately-sized East Coast city as they construct meaning through active engagement i a science classroom. The study analyzes the ways in which girls change roles and incorporate social interaction during science activities to create their own unique engagement in science.
Judging Competence, Marie A. Lynch, Linda Capalbo
Judging Competence, Marie A. Lynch, Linda Capalbo
Faculty Publications
This study analyzed written records created by college clinical supervisors, of student teaching observations carried out during the Fall 2008 and Spring 2009 semester. Observations, conducted in public schools in a Northeastern state, reflected the dual enrollment status of each student teacher; that is, each candidate was observed, multiple times, in both a general elementary or middle level classroom and in a setting focused on students with special educational needs. The purposes of the analysis were to 1) examine the language used by the observer that both describes and evaluates the student teacher_s performance, particularly as it differentiates levels of …
Geographically, R.I. Teachers Are Among The Best, Chester Smolski
Geographically, R.I. Teachers Are Among The Best, Chester Smolski
Smolski Texts
"Isn't it time that we recognize the good teachers and good work being done in the schools of this state rather than constantly harping on problems with education and how our students don't measure up to those in other countries?"
Effects Of A Content Area Reading Course On Teacher Attitudes And Practices, Ezra L. Stieglitz
Effects Of A Content Area Reading Course On Teacher Attitudes And Practices, Ezra L. Stieglitz
Faculty Publications
Efforts have been made during the past 10 years to develop the teaching skills of secondary teachers In the area of reading. Not just those designated as reading specialists but other secondary teachers have been called upon to devote more attention to reading skill development in their classes.
A Rating Scale For Evaluating English As A Second Language Reading Material, Ezra L. Stieglitz
A Rating Scale For Evaluating English As A Second Language Reading Material, Ezra L. Stieglitz
Faculty Publications
In the last decade, a wide variety of commercial materials has been published for use in developing the speaking, listening, reading, and writing skills of second language learners. This article focuses on the selection of instructional materials for the reading component of an English as a second language (ESL) program.
Savor The Word To Reinforce Vocabulary In The Content Areas, Ezra L. Stieglitz, Varda S. Stieglitz
Savor The Word To Reinforce Vocabulary In The Content Areas, Ezra L. Stieglitz, Varda S. Stieglitz
Faculty Publications
Success in the content area is determined mainly by the degree to which students master important concepts. This grasp of concepts is the major goal of instruction in all the content areas regardless of the modes of presentation such as reading from a textbook, viewing a filmstrip, or listening to a lecture. Along with concept development, the subject matter teacher must recognize the importance of words, whether printed or spoken, to content area learning. Words and content are inseperable. As Allington and Strange (1980, p. 143) state, "identifying a set of key concepts is primarily a task of identifying the …