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Full-Text Articles in Education
Small Schools: What's Small?, Matt Gladden
Small Schools: What's Small?, Matt Gladden
Occasional Paper Series
Essay examining the question of what constitutes a small school through the Chicago Small Schools Study. It explores why educators are founding new small schools and documents the diverse range of small schools that flourish throughout Chicago. Building from these observations, it then seeks to identify characteristics that delineate small schools and provide them the opportunity to improve students' educational experiences.
The Effects Of Supplemental Instruction On Student Achievement In College Algebra, Rhonda C. Porter
The Effects Of Supplemental Instruction On Student Achievement In College Algebra, Rhonda C. Porter
Georgia Journal of Science
College algebra consistently has a very high number of students performing poorly. An experimental study addressing student performance was conducted. Two college algebra classes each with 25 students and with the same teacher were used, one as the control group and the other as the experimental group. The experimental class included mandatory supplemental instruction for an extra class period per week. T-tests were used to compare performances on each test and homework. A repeated measures 2 X 2 ANOVA was used to compare the students' performance on a pretest and a posttest between each class. The Mann-Whitney U test was …
Three Perspectives Of Planning, Implementation, And Consistency In Instructional Coaching, Judith Tanner, Lisa Quintis, Thomas Gamboa Jr.
Three Perspectives Of Planning, Implementation, And Consistency In Instructional Coaching, Judith Tanner, Lisa Quintis, Thomas Gamboa Jr.
Journal of Educational Research and Practice
School administrators are choosing or required to implement instructional coaching on their campuses to improve student-learning opportunities. The school community must be aware that effective instructional coaching is job embedded, encourages teachers to become reflective practitioners, and requires time to commit to the implementation. School administrators must support instructional coaches by ensuring there is significant time allotted to provide coaches time in the classroom to observe, provide feedback, and support classroom teachers in their practice and reflection. Instructional coaches build trust and rapport with the instructional staff by implementing best-practice protocols, providing feedback, and planning the next steps. The instructional …