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Full-Text Articles in Education
Using Instructional Time And Race/Ethnicity To Predict Social Studies Accountability Test Results, Kenneth E. Vogler, Susan Schramm, Audrey Allan, Jake D. Parler
Using Instructional Time And Race/Ethnicity To Predict Social Studies Accountability Test Results, Kenneth E. Vogler, Susan Schramm, Audrey Allan, Jake D. Parler
Journal of Educational Research and Practice
This study investigated the relationship among the variables instructional time configuration, gender, race/ethnicity, and poverty to predict the academic performance of seventh-grade students on a state-mandated social studies accountability test. Results of 24,919 seventh-grade student social studies test scores from 117 middle schools, as well as a survey given to principals of the same 117 middle schools, were analyzed. A hierarchical multiple regression analysis showed that when controlling for poverty, the variables instructional time configuration and race/ethnicity were significant, explaining 11% of the variation in student social studies accountability test results; a small effect. Analysis of variance (ANOVA) and analysis …
Effects Of Class Scheduling And Student Achievement On State Testing, Elizabeth Anne Childers
Effects Of Class Scheduling And Student Achievement On State Testing, Elizabeth Anne Childers
Walden Dissertations and Doctoral Studies
The purpose of this research study was to determine the effectiveness of four different class schedules on students' academic achievement on end-of-course testing and whether a specific class schedule is more conducive to student academic achievement on state-mandated standardized tests. Georgia Department of Education provided archived public data for the 2009-2012 school years for a high school with an approximate population of 1,400 students. This high school implemented different class schedules; a 4x4 block schedule, A/B block schedule, a mixed block and traditional period day, or traditional period schedule. The main research question was focused on students' state standardized end-of-course …
A Case Study Of Middle School Teachers' Preparations For High-Stakes Assessments, David Lee Yeary
A Case Study Of Middle School Teachers' Preparations For High-Stakes Assessments, David Lee Yeary
Walden Dissertations and Doctoral Studies
Students, educators, and schools across the country have been presented with challenges as a result of rigorous standards and high-complexity tests. The problem addressed in this case study was that teachers in a rural middle school in a southeastern state were preparing students to take a new high-stakes state-mandated assessment in English language arts with very little information about what should be done to best prepare students to perform well. Danielson's work on instructional leaders, Webb's work on alignment of standards and assessments, and Tankersley's research on alignment of instruction and assessment provided the frameworks for the study. The participants …
Teachers' Perceptions Of The Use Of Small-Group Tutorial, Karen Y. Johnson
Teachers' Perceptions Of The Use Of Small-Group Tutorial, Karen Y. Johnson
Walden Dissertations and Doctoral Studies
This study addressed the implementation of the tutorial program currently in use at an urban school district in Mississippi. Because successful completion of assessments is a graduation requirement, the study site implemented the tutorial program to help at-risk students improve their academic outcomes on state-mandated assessments in Biology I, United States History, English II, Algebra I. The purpose of this study, guided by Bloom's theory of mastery learning, was to examine the perceptions of the teachers who served as tutors in the program. Using the narrative inquiry method, the research focused on the implementation of the tutorial program, the perceived …
Reforms In Relation To Research-Based Theories Resulting In Successful Test Results, Veronica Renee Christian
Reforms In Relation To Research-Based Theories Resulting In Successful Test Results, Veronica Renee Christian
Walden Dissertations and Doctoral Studies
The study school in Bibb County, Georgia had a passing rate of approximately 60% on 9th grade literature and composition End of Course Tests (EOCT). An instructional paradigm was needed to help provide quality instruction and facilitate students' efforts to meet the mandate for performance. Research supports differentiated instruction (DI), instructional technology (IT), Gardner's multiple intelligences, and Vygotsky's theory of constructivism as the foundation for quality instruction. This ex post facto study used a cluster sample to explore 2 questions. One research questions explored the effect of DI enhanced with IT on students' learning in 9th grade literature and composition …