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Full-Text Articles in Education
The Effect Of Inquiry-Based, Hands-On Math Instruction Utilized In Combination With Web-Based, Computer-Assisted Math Instruction On 4th-Grade Students' Outcomes, Jason D. Plourde
The Effect Of Inquiry-Based, Hands-On Math Instruction Utilized In Combination With Web-Based, Computer-Assisted Math Instruction On 4th-Grade Students' Outcomes, Jason D. Plourde
Student Work
Results indicated that 4th-grade students ( n = 19) participating in the inquiry-based, hands-on math instruction used in combination with web-based, computer-assisted math instruction group and 4th-grade students ( n = 19) participating in the inquiry-based, hands-on math instruction alone group did not significantly improve their pretest-posttest Problem Solving/Data Analysis, Concepts/Estimation, Math Total, and Math Computation norm-referenced normal curve equivalent achievement test score results. However, 4th-grade students participating in the inquiry-based, hands-on math instruction alone group posttest-posttest scores were statistically significantly greater than students who participated in the combination instruction group across all four subtests. Moreover, all posttest norm-referenced, Normal …
The Effect Of A Yearlong One -To -One Laptop Computer Classroom Program On The 4th-Grade Achievement And Technology Outcomes Of Digital Divide Learners, Daniel H. Bird
Student Work
A yearlong one-to-one computer laptop classroom instruction intervention program used to prepare 4th-grade students for participation in computer learning activities was evaluated. Students used computers to complete daily reading, writing, and Internet search assignments. Students were divided into two groups according to past computer access; Digital Divide Learners (n = 10) who did not have computers and Internet access at home, and Digital Native Learners (n = 15) who did have computers and Internet access at home. Reading, writing, total technology skills domain scores, and keyboarding speed and accuracy outcomes were evaluated. Results indicate reading vocabulary, reading comprehension, and writing …
The Effect Of A Rural High School Combination Supplemental Literacy Program On Emerging Readers’ Achievement, Engagement, And Behavior Outcomes, Mark L. Adler
Student Work
No abstract provided.
The Impact Of Speech -Language Pathologist Service Delivery Models For Concept Imagery Formation Instruction On Second Grade Students' Language Achievement Outcomes, Jennifer L. Allen
The Impact Of Speech -Language Pathologist Service Delivery Models For Concept Imagery Formation Instruction On Second Grade Students' Language Achievement Outcomes, Jennifer L. Allen
Student Work
Implementing effective strategies to meet the learning needs of an increasingly diverse student population, while balancing the demands of increasing caseloads, has become a challenge for Speech-Language Pathologists. The Visualizing & Verbalizing Program was implemented in this study as a way to incorporate concept imaging techniques. During the 2007-2008 school year, second grade students participated: 18 in the coteaching service delivery model, and 16 in the consultative. Classroom teachers and the Speech-Language Pathologists were trained and collaborated in the intervention and the service delivery models. Student achievement was measured with the Listening Comprehension Test-2 and the Twelve Structure Word Visualizing …
Reading Outcomes Of Pre-Literate 3rd-Grade Students After Two Years Of Combined Reading Classroom Instruction And Individualized Intervention Or Classroom Instruction, Jon T. Lopez
Student Work
This study was conducted to determine the effectiveness of a combination regular classroom reading and reading reteaching approach to teaching reading to pre-literate 3rd-grade students who were determined to be below proficient readers (n = 14) compared to the effectiveness of regular classroom reading instruction alone provided to 3rd-grade readers ( n = 14) determined to have barely proficient pre-literate skills. Barely proficient and below proficient reading level designations were determined by psychometrically derived cutscores developed in order to minimize classification error. This study found that although students on both sides of the cutscore made achievement gains in reading, gains …
The Impact Of An International Baccalaureate Primary Years Curriculum On Intermediate Grade Girls’ And Boys’ Perceptions Of Their Learned Global Citizenship Attributes, Suzanne R. Melliger
The Impact Of An International Baccalaureate Primary Years Curriculum On Intermediate Grade Girls’ And Boys’ Perceptions Of Their Learned Global Citizenship Attributes, Suzanne R. Melliger
Student Work
In this study girls (n = 30) reported a statistically significantly greater capacity for caring compared to boys ( n = 30) on the caring domain of the International Baccalaureate Primary Years Program Student Self Assessment Learner Profile. However, the null hypothesis was not rejected for boys' and girls' reported levels of risk-taking behavior running counter to literature suggesting that boys are ipso facto bigger risk-takers than girls. However, in this study a greater advantaged classroom performance was not consistent with the research literature positing a stronger classroom performance in language arts (reading and writing) for girls compared to boys …
Evaluating The Achievement Outcomes Of 5th-Grade Students Following Their Enrollment In Federally-Funded, Inquiry- Based Classrooms To Determine Program Sustainability, Daniel L. Frazier
Evaluating The Achievement Outcomes Of 5th-Grade Students Following Their Enrollment In Federally-Funded, Inquiry- Based Classrooms To Determine Program Sustainability, Daniel L. Frazier
Student Work
The purpose of this study was to evaluate the achievement outcomes of 5th-grade students following their enrollment in federally funded inquiry-based classrooms compared to same school traditional education program students to determine the feasibility of inquiry-based program sustainability. The study analyzed achievement data of students in the inquiry-based Charter Education Program compared to achievement data of students in the Traditional Education Program to determine pretest-posttest achievement gain for students in both research arms and posttest-posttest intervention effectiveness. The inquiry-based Charter Education Program required students to utilize laptop computers rather than textbooks to research, analyze, write, and complete reports. The Traditional …
The Impact Of Two Middle School Grade Level Start Points, 5th-Grade And 7th-Grade, On Adolescents' 8th-Grade Achievement, Behavior, And High School Preparedness, Elizabeth W. Standish
The Impact Of Two Middle School Grade Level Start Points, 5th-Grade And 7th-Grade, On Adolescents' 8th-Grade Achievement, Behavior, And High School Preparedness, Elizabeth W. Standish
Student Work
The grade level at which an adolescent started middle school, 5th-grade (n = 40) or 7th-grade (n = 40) did not statistically significantly impact 8th-grade students' achievement, behavior or high school preparedness in this study. Regardless of middle school start points all 8th-grade students performed within the fourth to sixth stanines on a national norm-referenced test, solidly within the average range with mean core grade point averages ranging from a C+ (2.53) to a B (3.11). However, consistent with national findings all middle school start point groups demonstrated statistically significant declines in normal curve equivalences between pretest 5th-grade to posttest …
The Effect Of A Yearlong One-To-One Laptop Computer Classroom Program On The 4th-Grade Achievement And Technology Outcomes Of Digital Divide Learners, Daniel H. Bird
Student Work
A yearlong one-to-one computer laptop classroom instruction intervention program used to prepare 4th-grade students for participation in computer learning activities was evaluated. Students used computers to complete daily reading, writing, and Internet search assignments. Students were divided into two groups according to past computer access; Digital Divide Learners ( n = 10) who did not have computers and Internet access at home, and Digital Native Learners (n = 15) who did have computers and Internet access at home. Reading, writing, total technology skills domain scores, and keyboarding speed and accuracy outcomes were evaluated. Results indicate reading vocabulary, reading comprehension, …
Evaluating The Achievement Outcomes Of 5th-Grade Students Following Their Enrollment In Federally-Funded, Inquiry-Based Classrooms To Determine Program Sustainability, Daniel L. Frazier
Evaluating The Achievement Outcomes Of 5th-Grade Students Following Their Enrollment In Federally-Funded, Inquiry-Based Classrooms To Determine Program Sustainability, Daniel L. Frazier
Student Work
The purpose of this study was to evaluate the achievement outcomes of 5th-grade students following their enrollment in federally funded inquiry-based classrooms compared to same school traditional education program students to determine the feasibility of inquiry-based program sustainability. The study analyzed achievement data of students in the inquiry-based Charter Education Program compared to achievement data of students in the Traditional Education Program to determine pretest-posttest achievement gain for students in both research arms and posttest-posttest intervention effectiveness. The inquiry-based Charter Education Program required students to utilize laptop computers rather than textbooks to research, analyze, write, and complete reports. The Traditional …
The Effect Of A New Teacher Induction Program On New Teachers Reported Teacher Goals For Excellence, Mobility, And Retention Rates, Bonnie J. Perry
The Effect Of A New Teacher Induction Program On New Teachers Reported Teacher Goals For Excellence, Mobility, And Retention Rates, Bonnie J. Perry
Student Work
The purpose of this study was to analyze teacher participation in the Building an Excellent Start to Teaching teacher induction program and to add to the current research that exists regarding the induction experiences of beginning 1st-year compared to ending 2nd-year experiences.