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1.
This study was designed to determine the effectiveness of extensive pre-guidance, periodic checking, and detailed correction and comment on specific preliminary steps in the development of the documented research paper, written by freshman English students, according to their grade achievement. Also included was a cross-check analysis of written essays, prepared and impromptu. The study involved the research papers of forty-eight students enrolled in two classes. One group received detailed guidance, the other did not. An evaluation chart, developed by the instructor and another rater, was used on all papers; a systematic sampling of 19 percent of these was graded by the second rater. The inter-rater reliability coefficient (Pearson r) was established as .96.The hypothesis-there will be no significant difference in the grade achievement of separate sections of second semester freshman English students on the research paper according to different instructional procedures-was not rejected. The conclusion was drawn that, within the limited scope of this study, the described methods were not validated by the classroom instructor as a means of improving the performance of students on the research paper. 相似文献
2.
Randall J. Souviney 《Educational Studies in Mathematics》1983,14(2):183-212
A case study was conducted of mathematics instruction at five sites in Papua New Guinea. Trial instructional materials were developed, teachers received inservice training and implementation was carefully monitored for a six-week period. English and mathematics achievement instruments and eight measures of cognitive development were administered to a sample of 201 students in grades two, four and six. Mathematics and language achievement varied significantly among the five sites. Students at all grade levels exhibited poor application of problem solving skills while showing computation, measurement and mathematical language abilities superior to results previously reported. English reading and measures of conservation and classification competence were highly correlated with mathematics achievement. Correlations between memory measures and mathematics achievement decreased from grade two to grade six while correlations between measures of language and cognitive development and mathematics achievement tended to increase. The results indicated that the non-consumable student textbooks ameliorated to some extent the problems associated with non-native language instruction for the students involved in the study. It was concluded that locally developed textbooks with an appropriate language load would enhance mathematics learning, particularly in remote-rural areas where current teaching conditions and lack of materials interact with poor English skills to create an imbalance in achievement. 相似文献
3.
Gus T. Dalis 《Journal of Experimental Education》2013,81(2):20-23
The purpose of this study was to determine what effect the communication of precise instructional objectives to students has on their learning. The study was designed (1) to provide data on whether student achievement can be influenced significantly by providing students, in advance of instruction, information on what is expected of them as an outcome of instruction and (2) to investigate various ways of communicating to students, in writing, that which is to be learned in class. The Ss for this study were selected from five tenth-grade health and safety classes taught by the same teacher. Of the 143 Ss, one third in each class was randomly assigned to one of three treatment groups. For treatment groups one through three, the participants received precisely stated instructional objectives, vaguely stated instructional objectives, and short paragraphs of health information, respectively. Ss receiving prior to instruction precise information on what is expected of them showed greater achievement than those who received vague or related information. 相似文献
4.
The Mastery Learning Program was initiated in the City Colleges of Chicago to improve student achievement levels and reduce course attrition rates. During the first year, 37 instructors implemented these new instructional techniques in introductory courses in nine subject areas. Data were gathered from 77 classes involving 2,249 students. Results indicate that in most of the subject areas, students in mastery classes scored higher on final examinations, attained higher course grades, and were less likely to withdraw than students taught by more traditional methods. 相似文献
5.
This study of writing‐intensive (WI) undergraduate natural and applied science courses examined the relationships among instructors' course goals, instructional activities, and students' assessment of their learning of content and writing. Using multiple sources of data, investigators found that instructors held common goals but varied greatly in their instructional activities. Findings suggest that science instructors can be described along a continuum anchored by instructor as corrector on one end and instructor as collaborator on the other. Instructors who were the sole audience for a single writing assignment were correctors. Collaborators varied writing tasks, encouraged collaboration, and emphasized professional contexts for writing; they generally received highest student satisfaction ratings. Peer editing assignments that simulated critical, anonymous journal reviews affected female and male students differently. The findings support the National Academy of Science's teaching standards and assumptions concerning the crucial roles of instructors in socializing students into science communities. We discuss instructional strategies that may be more inclusive to traditionally underrepresented groups such as females and minorities. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 3–25, 2000 相似文献
6.
Rafael Lara‐Alecio Fuhui Tong Beverly J. Irby Cindy Guerrero Maggie Huerta Yinan Fan 《科学教学研究杂志》2012,49(8):987-1011
This study examined the effect of a quasi‐experimental project on fifth grade English learners' achievement in state‐mandated standards‐based science and English reading assessment. A total of 166 treatment students and 80 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of on‐going professional development and specific instructional science lessons with inquiry‐based learning, direct and explicit vocabulary instruction, integration of reading and writing, and enrichment components including integration of technology, take‐home science activities, and university scientists mentoring. Results suggested a significant and positive intervention effect in favor of the treatment students as reflected in higher performance in district‐wide curriculum‐based tests of science and reading and standardized tests of oral reading fluency. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 987–1011, 2012 相似文献
7.
This study examined the impact of an inquiry‐based instructional intervention on (a) children's ability to conduct science inquiry overall and to use specific skills in inquiry, and (b) narrowing the gaps in children's ability among demographic subgroups of students. The intervention consisted of instructional units, teacher workshops, and classroom practices. The study involved 25 third‐ and fourth‐grade students from six elementary schools representing diverse linguistic and cultural groups. Quantitative results demonstrated that the intervention enhanced the inquiry ability of all students regardless of grade, achievement, gender, ethnicity, socioeconomic status (SES), home language, and English proficiency. Particularly, low‐achieving, low‐SES, and English for Speakers of Other Languages (ESOL) exited students made impressive gains. The study adds to the existing literature on designing learning environments that foster science inquiry of all elementary students. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 337–357, 2005 相似文献
8.
This study aimed to examine the written arguments developed by college freshman students using the Science Writing Heuristic approach in inquiry-based general chemistry laboratory classrooms and its relationships with students’ achievement in chemistry courses. Fourteen freshman students participated in the first year of the study while 19 freshman students participated in the second year of the study. Two frameworks, an analytical and a holistic argument framework, were developed to evaluate the written argument generated by students. The analytical framework scored each argument component separately and allocated a Total Argument score while the holistic framework evaluated the arguments holistically. Three hundred and sixty-eight samples from 33 students were evaluated. Stepwise regression analyses revealed that the evidence and the claims–evidence relationship components were identified as the most important predictors of the Total Argument and the Holistic Argument scores. Students’ argument scores were positively correlated with their achievement, as measured by the final grade received for the general chemistry laboratory and the general chemistry lecture course. 相似文献
9.
This study examined elementary teachers’ instructional strategies for promoting scientific understanding and inquiry and supporting English language development with diverse student groups including English language learners. The study was part of a 5-year research and development project consisting of reform-based science curriculum units and teacher workshops aimed at providing effective science instruction to promote students’ science and literacy achievement in urban elementary schools. Data consisted of 213 post-observation interviews with third, fourth, and fifth grade teachers. The teachers reported using instructional strategies to promote scientific understanding, but generally did not employ more sophisticated inquiry-based strategies. They also reported using instructional strategies to support English language development. There were significant differences among grade levels and by years of teacher participation. 相似文献
10.
This study was designed to increase reading comprehension and academic achievement of students through the use of a modified reciprocal teaching program. Modified reciprocal teaching involved small groups of students working together to read and comprehend a portion of text. The students took turns “teaching” these groups by assisting the rest of the group in selecting key words and phrases, summarizing, questioning, clarifying, and predicting. Students were randomly assigned to one of three seventh-grade regular education social studies classes. One class used modified reciprocal teaching twice a week for 8 weeks. The other two classes received a traditional instructional program. All classes were taught by the same teacher. Significant differences included higher scores on comprehension tests and writing samples, improvement in second-quarter social studies grades, and better conduct records for students who participated in modified reciprocal teaching. Several explanations for the superior performance of the modified reciprocal teaching group are hypothesized. 相似文献
11.
AbstractThe study reported here examined college students’ academic self-efficacy, ‘academic press’ and learning achievement, as well as the association between these three variables within learning contexts using interactive whiteboard-based instruction. A quasi-experimental study was conducted using a sample (n = 103) of first-year college students in China. Participants were taught English by either an interactive whiteboard-based or traditional lecture-based instructional approach for three months. The results showed that the interactive whiteboard-based instructional intervention cultivated higher levels of academic press and academic self-efficacy among students and a significant, positive correlation was identified between these two variables. Students’ learning achievement was not affected by the instructional intervention. These results indicate that interactive whiteboard-based instruction offers some distinct benefits. In future work, additional research is needed to clarify how the instructional model relates to understanding learning achievement. 相似文献
12.
Robert M. Book 《Psychology in the schools》1980,17(2):153-158
Group test performance of children identified during the kindergarten year as educationally high, moderate, and low risk was investigated by following a group of 472 children from grades one through four. End of kindergarten predictive measures were the Kindergarten Evaluation of Learning Potential, the Bender-Gestalt Test, and the Slosson Intelligence Test; follow-up measures were group achievement tests administered in April of each school year. Significant differences in achievement performance were found between the high and low risk groups. Significant correlations were found between risk group designation and achievement performance in the first four grades. (No significant differences in group test performance were found for risk groups or individuals between grade levels.) Findings support the predictive validity of the present screening procedures for group test performance through grade four. Further, the findings show that students appear to perform consistently at the same level year to year in a regular class instructional program. 相似文献
13.
《Scientific Studies of Reading》2013,17(3):207-229
An achievement goal framework was used to examine changes in students' motivation for reading and writing in the late elementary years and to evaluate a classroom intervention project. The longitudinal study involved 431 students in Grades 3 to 5. Results showed significant declines in task-mastery and performance goals within the school year and across grade levels. There were few sex differences in students' goals for reading and writing. The intervention project included 8 teachers and 187 students in Grade 3. This study showed how various instructional modifications can influence students' achievement goals, perceived competence, and strategy use in reading and writing. As teachers provided more opportunities for students to complete challenging, collaborative, and multiday assignments, students became less focused on performance goals, and low-achieving students reported less work avoidance. The educational implications of this research are discussed. 相似文献
14.
The purpose of this study was to investigate the effect of the levels of group cooperation on students' achievement during a series of physical science laboratory activities. Six intact seventh-grade physical science classes taught by two teachers, with each teacher instructing three classes, were selected from two middle schools. For each teacher, one of the classes was taught with a traditional approach (no cooperative goal structure). The other two classes were assigned to a cooperative goal structure (role assignment and nonrole assignment). For the role assignment class, each student was assigned a specific role, but students in both traditional and nonrole assignment classes were not assigned roles. The Classroom Observation Instrument in Science Laboratory Activity (COISLA), which includes investigative skills (i.e., managing, manipulating, observing, reading, writing, and reporting); social skills (i.e., discussing, encouraging) and nonlearning behaviors (i.e., waiting, off-task), was used to measure the levels of group cooperation. The grades on lab reports and lab quizzes of students who were taught by the same teacher were compared to assess the effects of the different learning conditions. No significant differences on the students' final achievement were found with respect to the three instructional approaches followed by each teacher. The teacher effect was more significant than either instructional approach on managing, manipulating, observing, reading, and writing behaviors. No significant teacher effect was found for the other behaviors. Only one treatment effect was significant, writing behavior. Overall, the teacher effect was more influential than instructional approach on students' behaviors. In teacher A's classes, reading behavior predicted 21% of students' achievement. However, no significant correlations existed between the 10 collaborative behaviors and students' achievement in teacher B's classes. 相似文献
15.
This paper presents findings from a 4-year project that developed and implemented a blended inquiry science and English Language Development (ELD) program in a large urban California school district. The sample included over 2,000 students in Kindergarten through 5th grade. Participating students’ English and science achievement was compared to a similar group of students who were using the district’s established English language development curriculum. Student performance on statemandated English and science assessments were analyzed using Mann–Whitney U tests for overall performance and by number of years of treatment. Modest but statistically significant improvement was found for students who participated in the blended program. Results from this study suggest that restricting instructional minutes for science to provide additional time for ELD and English language arts may be unnecessary. Rather, allowing consistent time for science instruction that incorporates ELD instruction along with inquiry science experiences may provide the authentic and purposeful context students need to develop new language without restricting access to science content. 相似文献
16.
Farinaz Shirani Bidabadi Hamidah Yamat 《International journal of qualitative studies in education》2013,26(1):23-41
This paper discusses the findings of a qualitative study on the strategies employed by Iranian freshmen in extensive listening. A group of 12 freshman university students were purposefully selected based on their scores in the Oxford Placement Test administered. Four learners were identified as advanced, four as intermediate, and four as lower intermediate. A semi-structured interview was then conducted from which six of them were identified for the think-aloud protocol to elicit the strategies they employed. The analysis of the interviewees’ interview and think-aloud data generated six major themes. One theme – concentration/attention – described metacognitive strategies; three themes – visualization, note-taking, and inferencing by guessing and using cues and background noise – described cognitive strategies; and two themes – communicating and skipping – described additional strategies. The implication of the study is that these strategies used in extensive listening by English as a foreign language learners need to be explicitly taught and the learners also need to listen to their target language more and more to improve their listening skills by using more top-down strategies. 相似文献
17.
James H. McMillan 《Psychology in the schools》1980,17(1):123-127
The purpose of this study is to determine the effect of instructional procedures differing in degree of student control on achievement and attitudes of pupils identified as having an internal or external locus of control. Two sixth-grade classes (N=47) were divided into internal and external locus of control groups. Half of the internals and externals in each class were randomly assigned a structured instructional procedure and half assigned a contract procedure. A two-week unit on nutrition was taught to all students, using a structured or contract method. There were no significant differences in achievement among any of the groups. However, the internal-contract group seemed to show a more positive attitude toward the unit than did the other three groups. These results suggest that instructional procedure may not differentially affect achievement of internal and external sixth graders over a short period, but that attitudes toward instruction may be affected. 相似文献
18.
Given significant changes to legislation, practice, research, and instrumentation, the purpose of this study was to examine the course on cognitive assessment in school psychology programs and to describe the (a) structure, (b) instructional strategies, (c) content, and (d) interpretative strategies taught to school psychology graduate students. One hundred and twenty-seven instructors were surveyed, and results suggest that over the last 20 years support for teaching cognitive assessment has decreased while the content and instructional strategies have remained largely the same. Results of this study also indicate that the interpretation strategies taught to rely heavily on Cattell–Horn–Carroll theory and related interpretive frameworks (e.g., cross-battery assessment). Additionally, instructors are placing greater emphasis on multicultural sensitivity/culturally and linguistically diverse assessment than in previous decades. Implications for future research, training, and practice are discussed. 相似文献
19.
A review of the stated goals for education reveals a consistent emphasis on problem solving. Problem solving is compatible with the investigative nature of science and with higher order thinking. Consequently, a problem solving strategy was developed to improve the achievement of eighth grade students enrolled in earth science. The sample consisted of 287 eighth grade students randomly assigned to fourteen sections taught by four teachers. This resulted in seven control sections and seven experimental sections. The students in the treatment groups received approximately six weeks of instruction with the experimental groups receiving a variety of problem solving activities. A forty item posttest consisting of four subtests was administered to all students. The results indicate that the problem solving approach was useful in improving the overall achievement of students. It was particular effective in facilitating application of earth science subject matter. This problem solving approach appears to be a feasible strategy to use in most secondary science classrooms. 相似文献
20.
《The Journal of educational research》2012,105(1):35-40
Abstract The authors compared the average grades given in 165 behavioral and social science courses with the average ratings given by students to the instructors who taught the courses. Significant positive correlations were found between the average ratings for instructional quality and the average grades received by students. The courses in which the average grades were the highest were also those in which students gave teachers the highest ratings. Among possible reasons for the correlations are that better teachers attracted better students or that quality teachers provided more effective instruction, resulting in more student learning and, thus, higher average grades. Another explanation is that most college students tend to bias their ratings of instructional quality in favor of teachers who grade leniently (I. Neath, 1996). If correct, the latter reasoning begins to explain why the widespread use of student evaluations in the United States in recent decades has been accompanied by increases in the average grades that university students received. To prevent grade inflation, and particularly to avoid rewarding and promoting instructors who use increasingly lax grading standards, administrators should adjust student ratings of instructional quality for the average grades given for a course. In general, only courses near the extremely high and low ends in terms of students' average grades were significantly affected by the statistical adjustment. 相似文献