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A Study Of The Effect Of Instructional Method On The Reading And Mathematics Achievement Of Chapter One Students In Rural Georgia
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Book Synopsis A Study of the Effect of Instructional Method on the Reading and Mathematics Achievement of Chapter One Students in Rural Georgia by : Curtis T. L. Hunter
Download or read book A Study of the Effect of Instructional Method on the Reading and Mathematics Achievement of Chapter One Students in Rural Georgia written by Curtis T. L. Hunter and published by . This book was released on 1994 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-10 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Impact of Extended Instructional Time on the Reading Achievement of At-risk Students by : Amy Vickers Larkey
Download or read book Impact of Extended Instructional Time on the Reading Achievement of At-risk Students written by Amy Vickers Larkey and published by . This book was released on 2008 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study of eighty-five third, fourth, and fifth-grade students from a rural Georgia elementary school, who had failed reading and/or English/Language Arts on the Georgia Criterion Referenced Test (CRCT), passed the test with borderline scores, or were nominated by their teachers, who received 67 1/2 extra hours of instruction in an extended day program. Participants' scores on the CRCT did not improve; Participants' scores on the Scholastic Reading Inventory (SRI) did improve.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 952 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Instructional Method on Fourth-grade Reading Achievement by : William T. Agnew
Download or read book The Effects of Instructional Method on Fourth-grade Reading Achievement written by William T. Agnew and published by . This book was released on 2005 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Purpose, scope, and method of study. This study compared reading achievement between two groups of students in Christian schools: one used a phonics approach, while the other used a balanced approach to teach reading to fourth-grade students. The difference of the means of the spring 2002 SAT reading comprehension scores and the spring 2003 SAT reading comprehension scores of the students in the two groups were compared. Scaled scores were used because the scaled score enables one to compare students' test scores with those of other students and evaluate changes in student performance across subtests and testing occasions. School administrators provided data from spring 2002 SAT scores and spring 2003 SAT scores for each student. The students were divided into four different levels based on their spring 2002 SAT scaled score. The data was analyzed by a factorial ANOVA. The independent variables were the method of instruction and the scaled score level of the students, while the dependent variable was the change in the students' scores from pretest to posttest. Findings and conclusions. The findings indicated that there was no significant difference between the two groups (phonics approach and balanced approach). Thus, the hypothesis of this study was rejected. Teaching methodology had no significant effect on reading comprehension achievement for this study. A significant main effect for Level was found. Students (in both groups) that started fourth grade at the lowest level showed a significant increase in scaled score on reading comprehension by the end of fourth grade when compared against the other three reading performance levels."--Abstract.
Book Synopsis ERIC Educational Documents Index by : Educational Resources Information Center (U.S.)
Download or read book ERIC Educational Documents Index written by Educational Resources Information Center (U.S.) and published by . This book was released on 1966 with total page 1412 pages. Available in PDF, EPUB and Kindle. Book excerpt: "A subject-author-institution index which provides titles and accession numbers to the document and report literature that was announced in the monthly issues of Resources in education" (earlier called Research in education).
Book Synopsis ERIC Educational Documents Index, 1966-69: Minor descriptors and author index by :
Download or read book ERIC Educational Documents Index, 1966-69: Minor descriptors and author index written by and published by . This book was released on 1970 with total page 1430 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Linguistics and Language Behavior Abstracts by :
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 1991 with total page 1090 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Improving Mathematics and Science Education by : Vi-Nhuan Le
Download or read book Improving Mathematics and Science Education written by Vi-Nhuan Le and published by Rand Corporation. This book was released on 2006 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents the findings of a multiyear study of the effectiveness of reform-oriented science and mathematics instruction.
Book Synopsis The Effect of Mathematical Reading Instruction on the Mathematical Achievement of Eighth-grade Students by : Mary Eugenia Newsom
Download or read book The Effect of Mathematical Reading Instruction on the Mathematical Achievement of Eighth-grade Students written by Mary Eugenia Newsom and published by . This book was released on 1978 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Education, A-E by : University Microfilms, Incorporated
Download or read book Education, A-E written by University Microfilms, Incorporated and published by University Microfilms. This book was released on 1989 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Georgia Reading First Instruction on Student Achievement by : Regina Michelle Evans
Download or read book The Effect of Georgia Reading First Instruction on Student Achievement written by Regina Michelle Evans and published by . This book was released on 2008 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Comprehensive Dissertation Index by :
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 906 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of a Process Based Approach to Learning Mathematics on African American and Low-socioeconomic Status Students by : Elizabeth Adoree Wells
Download or read book The Impact of a Process Based Approach to Learning Mathematics on African American and Low-socioeconomic Status Students written by Elizabeth Adoree Wells and published by . This book was released on 2010 with total page 352 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers have documented that methods of instruction supported by the National Council of Teachers of Mathematics (NCTM) process standards exhibit trends toward meeting the goal of equity for African American and low-socioeconomic status (SES) students. This method of instruction commonly has been referred to as Standards-based instruction. Research associated with Standards-based instruction primarily has focused on urban populations. There are inconsistencies throughout the literature regarding the definition of Standards-based instruction. Thus, a new term, Process-based instruction, was developed to refer to instruction that facilitates students engaging in the NCTM process standards. The purpose of this study was to examine how Process-based instruction impacted the mathematics achievement and dispositions of African American and low-SES students in a rural setting. A quasi-experimental, mixed-methods approach was used to examine the impact of Process-based instruction. The participants were sixth-grade students (N = 32; 15 male, 17 female) in two intact classes in a rural community in northeastern Mississippi. The control group received instruction that did not deviate from the typical method of instruction they normally received. They were referred to as the Typical Activity class. Students who received instruction that engaged them in the NCTM process standards were the experimental group and were referred to as the Process-based class. Both classes completed mathematics content and attitudinal pretests, posttests, and delayed posttests. During the experimental phase, audio data, video data, field notes and samples of student work were collected. Additionally, an observation log was used to document the actions of the students that aligned with the process standards. Repeated-measures analysis of variance indicated there were no statistically significant differences between the Typical Activity and Process-based class based on the mathematics content and attitudinal assessments. There was, however, trend evidence of improvement in Process-based students' representations and connections across mathematical topics. Furthermore, qualitative analyses of dispositions indicated the behaviors of Process-based students aligned with the tenets of productive disposition, as outlined in National Research Council's Adding it Up (2001), more than the behaviors of Typical Activity students.
