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Articles 1 - 3 of 3
Full-Text Articles in Education
How School Principals' Leadership Styles And Actions Build Fidelity In The Implementation Of A Writing Curriculum, Kristina E. Hislop
The purpose of this study was to explore the leadership styles and actions of elementary school principals observed during implementations of new writing curricula designed to increase content and rigor of the curricula in alignment with mandated reforms. The multiple-case study included four urban elementary schools affiliated with the Teachers College Reading and Writing Project (TCRWP). Participants included four principals, three language arts coaches, and 64 classroom teachers. Data were collected through observations and three tools: the Level of Use interview protocol, the Multifactor Leadership Questionnaire, and the Teachers Writing Survey. Five themes emerged from the analysis: (a) principals build ...
An Investigation Of Teacher And Administrator Perceptions Of Blended Learning: Implementation, Student Learning, And Professional Development, Matthew A. Correia
Blended learning is an instructional approach to teaching that has been part of the education field for several years. While the concept of blended learning has been around for many years, a common definition of this concept fails to exist. In the past, blended learning was considered to be the technological component that was part of the classroom lesson, however, it may also be considered a combination of instructional approaches that includes technological components.
Utilizing a qualitative approach, this phenomenological study was used to examine the perceptions of teachers and administrators with regards to their understanding of how the concept ...
Reflective Assessment, Feedback And Academic Achievement In High School Mathematics, Nalline S. Baliram
The purpose of this study was to determine the effects of metacognitive strategies and content-specific feedback on student achievement in high school mathematics. Participants in the study consisted of a convenience sample of honors geometry students in grades 9 and 10 in a private high school located in Daytona Beach, Florida. Beyond answering the specific research questions raised in the study, an additional aim was to contribute to the growing body of knowledge pertaining to effective ways to use metacognitive instruction and provide effective content-specific feedback to improve student achievement and learning.
A quasi-experimental, nonequivalent control-group design with repeated-measures was ...