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Secondary Education and Teaching Commons™
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Full-Text Articles in Secondary Education and Teaching
Goal Setting And Student Achievement: A Longitudinal Study, Aleidine Kramer Moeller, Janine M. Theiler, Chaorong Wu
Goal Setting And Student Achievement: A Longitudinal Study, Aleidine Kramer Moeller, Janine M. Theiler, Chaorong Wu
Department of Teaching, Learning, and Teacher Education: Faculty Publications
The connection between goals and student motivation has been widely investigated in the research literature, but the relationship of goal setting and student achievement at the classroom level has remained largely unexplored. This article reports the findings of a 5-year quasi-experimental study examining goal setting and student achievement in the high school Spanish language classroom. The implementation of LinguaFolio, a portfolio that focuses on student self-assessment, goal setting, and collection of evidence of language achievement, was introduced into 23 high schools with a total of 1,273 students. By using a hierarchical linear model, researchers were able to analyze the relationship …
Growing Effective Cld Teachers For Today’S Classrooms Of Cld Children, Gayla Lohfink, Amanda Morales, Gail Shroyer, Sally Yahnke
Growing Effective Cld Teachers For Today’S Classrooms Of Cld Children, Gayla Lohfink, Amanda Morales, Gail Shroyer, Sally Yahnke
Department of Teaching, Learning, and Teacher Education: Faculty Publications
Using a case study design, this investigation examined the effective teaching characteristics of nontraditional, culturally and linguistically diverse (CLD) student teachers placed in rural, elementary schools with high populations of Latino/a students. Data collected reflected high percentages of effective teaching characteristics in multiple domains with specific indicators reflective of consistent teaching over time. A discussion of these findings considered aspects within the distance-delivery model that facilitated the CLD participants’ development of effective teaching and noted (1) consistent leadership, (2) explicit teacher instruction within CLD school settings, and (3) the strong cohesive nature of the CLD participants’ cohort as positively affecting …