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1.
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2.
Abstract

The purpose of this investigation was to explore the relationship between pupil achievement of specified objectives and the opportunity to learn them. Opportunity to learn was measured by four counts of substantive teacher statements and teacher-pupil interchanges, these same counts given as percent of total interaction, a count of problems attempted per pupil, and a teacher rating of content emphasis. Twenty-three teachers taught a probability unit containing eighteen objectives to twenty-six classes. They gave a pretest, taught for three class periods, and gave a posttest. The design for the analysis was a two-way nested analysis of covariance. In general, the contention that a student’s achievement of an objective is related to the opportunity to learn the objective was supported. Other areas relating to achievement were teacher perception of emphasis, student work, and teacher information.  相似文献   

3.
This study examined the influence of two widely used instructional programs on first-grade-level pupil achievement in economics. A total student population of 116 was studied. Six intact groups from four elementary schools in West Springfield, Massachusetts, were divided into three groups of two each. One group was assigned the Science Research Associates (SRA) materials for a full year, one group was assigned the use of the Follett materials for a full year, and the third group spent a semester using each of these programs. Data were gathered through the administration of the Spear’s Test For Achievement In Economics in a pretest-posttest fashion. The data collected were submitted to both analysis of variance and covariance techniques. The results of this study indicate that pupils taught with a full year of SRA materials achieved significantly higher than pupils taught with a full year of Follett. When intelligence and pretest scores were held constant the combination SRA and Follett group scored significantly higher in pupil achievement than the Follett group alone. When teacher understanding of economics concepts was held constant, the combination group did not score significantly higher than the Follett group on pupil achievement.  相似文献   

4.
Past research on cognition has demonstrated that cognitive learning strategies used to complement instruction can have beneficial effects on memory and subsequent achievement. The utilization of microcomputer technology to deliver instructional content to students provides an optimum environment to examine the instructional effectiveness of embedded instructional strategies. The purpose of this study was to examine the effect of an imagery cue and an attention directing strategy within a context of a microcomputer learning environment that provided both self-paced and externally paced instruction. Achievement was measured on five different tests designed to measure different educational objectives. One hundred eighty freshman students were randomly assigned to one of nine treatment groups. The results of the study indicate that embedding an imagery cue and an attention directing strategy in an instructional sequence increases student achievement. A combination of the two embedded strategies was also effective in improving students’ achievement; however, the combining of the two strategies did not have a cumulative effect. It was also determined that the effectiveness of the embedded strategies was dependent on whether the instruction was self-paced or externally paced.  相似文献   

5.
Conclusion This study points to the fact that it would be practical to compare and assess the instructional strategies of exemplary and novice elementary science teachers using a set of criteria derived from published teacher effectiveness studies. According to this study there are differences ranging from significant to null between the instructional behaviors of exemplary and novice teachers, and it indicates that it may not be appropriate to rely entirely upon the findings of individual teacher effectiveness studies to prepare effective preservice teachers. Science teacher educators need to focus more directly on the differences in instructional strategies between the exemplary and novice teachers and inquire further into determining the causes for the differences. Hurd (1982) reported that about half of the elementary teachers studied believe that their preservice education failed to prepare them to teach science in real classrooms. If what separates exemplary teachers from novices can be clearly identified, then the science teacher educator’s task of preparing effective preservice teachers will be an easier one. Then it would be also possible to develop effective preservice science teacher education programs more congruent with exemplary science teaching practices and augment the existing science teacher education knowledge base through further research.  相似文献   

6.
The purpose of this article is to review and to connect research about teacher education effectiveness and school effectiveness to arrive at an integrative conceptualization that has the potential of improving empirical research in both fields. Teacher education effectiveness addresses effects of teacher education on outcomes such as teacher knowledge, this knowledge becomes the predictor in teacher effectiveness research with instructional quality and student achievement as outcomes. The two research orientations become united in path-analytic studies. A fuller incorporation leads to an extended educational effectiveness model that enriches a systemic interpretation of key levers of educational effectiveness and opens up black boxes at the system and the classroom level. In such a comprehensive model, teacher policies can be regarded an alternative for educational improvement strategies like school curriculum policies, accountability and evaluation or governance and management. At the same time insights from educational effectiveness research at large suggest inclusion of additional variables in teacher education and teacher effectiveness research, particularly on the institutional level.  相似文献   

7.
Abstract

The influence of parental involvement, socioeconomic status of parents, and instructional supplies expenditures on mathematics achievement scores of Grade 4 students in a low-income county in North Carolina were examined. An educational production function framework was used to analyze the influence of educational resources on mathematics achievement scores. Pearson product-moment correlation and ordinary least squares regression were used to determine the overall strength of each relation and the variables with the greatest impact on mathematics achievement. Results indicated that instructional supplies expenditures per pupil and parental volunteer hours were not statistically significant in explaining mathematics test scores. Furthermore, results showed that the percentage of students in free/reduced-price lunch programs was related negatively to students' academic performance in mathematics. This finding supports the notion that economic circumstances are correlated with academic achievement.  相似文献   

8.
Research was conducted at Purdue University with the primary goal to compare a newly developed self-instructional CAI/multimedia computer program with traditional instructional methods for use by youth enrolled in a farm tractor and machinery safety program. Seventy-two subjects selected from three 8th and 9th grade agricultural education classes and one group of middle school-aged youth (grades 6–19) involved in a 4-H tractor and machinery-related program were randomly divided, with half of each group receiving traditional instructor-based training using printed materials, videos, and demonstrations, and the other half receiving self-instruction with a computer program. A pretest and post test evaluation revealed that there was not a statistical difference in knowledge gained between the two instructional strategies. However, an analysis of low, middle and high achievement youth, based on knowledge gain, did reveal significant difference between the two instructional strategies. Subjects from the computer-based instructional method dominated both high and low achievement groups, while the traditional instructional method subjects tended to fall into the middle achievement group.  相似文献   

9.
Abstract

The effects on student performance and student attitudes of varying the instructional locus of control between students and teachers were investigated. A 2 X 2 factorial design was used that included either teacher regulation or student regulation of 1) the setting of weekly learning goals, and 2) the evaluation of weekly work. After a 4-week period, a mathematics achievement test and a student attitude survey were administered. Results indicated that although teachers set more individual learning goals for students, students who set their own learning goals attained more of them. Students tended to evaluate their work more favorably than teachers, and work evaluations from both teachers and students were higher for students who initially set their own learning goals. In addition, students who were given the opportunity to set their own learning goals reported better goal-setting ability than those for whom goals were externally imposed by the teacher. As predicted, the self-regulated goal setting and evaluation were found to be significantly related to attitudes, but not to mathematics achievement.  相似文献   

10.
Abstract

This study examined the effect of pupil reading miscues and achievement levels on the prompting decisions of their tutors. Tutors were randomly assigned to high, medium, and low level readers. Subsequent analyses of tutor prompts revealed that the poorer readers received disproportionately more prompts than the better readers. Furthermore, teachers differentially responded to pupil errors on the basis of each miscue’s semantic acceptability. These results suggest that teachers were actively engaged in the process of decision making, and that pupil traits affected teacher behavior and teacher prompting decisions.  相似文献   

11.
Abstract

The study investigates relationships among pupil reading behaviors and teacher responses with a sample of 106 primary grade readers. With student background traits such as sex and prior reading achievement controlled, seven different reading behaviors and pupil responses accounted for significant increases in the prediction of teacher behaviors. Pupil reading behaviors had the greatest effect on teacher corrections and word pronunciations. Conversely, pupil background factors had the greatest association with the length of reading assigned and the numbers of grapho- phonemic and prereading cues teachers provided. In view of the findings, the authors suggest that future study of classroom interaction examine the notion that teacher expectations may be at least partially due to then- responses to specific aspects of pupil behavior.  相似文献   

12.

A study of science classroom behaviours reported by Eggleston et al. (1976) was replicated in 60 secondary school classrooms where the National Curriculum was being followed. Key teacher and pupil characteristics were matched across the two samples, and it was suggested that curriculum change was the most likely factor influencing changes in the teaching and learning processes which were observed. It was found that there was more emphasis upon lower‐order intellectual skills in classrooms where the National Curriculum was being studied. There were also fewer speculative behaviours and fewer behaviours concerned with experimentation. It was shown that a less effective informational instructional strategy was more popular with teachers implementing the National Curriculum, and that instructional strategies which involved practical work were less frequently employed. Participating teachers were asked to give possible reasons for these changes, and it was suggested by many of them that an overburdened curriculum may be a significant factor influencing their choice of teaching and learning strategies. It was suggested that this problem would only be resolved if the informational content of the National Curriculum was reduced, perhaps by focusing upon those key concepts which Bruner (1961) has described as constituting the structureof the discipline.  相似文献   

13.
When looking for answers to the question of academic (non)achievement of regular pupils and pupils with special needs, it is necessary to take into account the extraordinary complexity of factors, ranging from psychological across instructional to home environment variables. The academic achievement is not only a reflection of the pupil’s knowledge, but is also influenced by the pupil’s behaviour, the teacher’s expectations and finally the relationship established between the teacher and the pupil. This paper contributes answers to the question which of the traits, perceived by teachers, explain the academic achievements of regular pupils and pupils with special needs. Our analysis shows that perceived traits that explain the academic achievement of regular pupils refer to academic as well as social behaviour, disruptive behaviour and self-regulatory behaviour; therefore, they cover all areas of perceived traits we studied. In pupils with special needs as a whole and in particular groups of pupils with special needs, the factor which presents disruptive social behaviour proved as insignificant, which consequently means that the academic achievement of pupils with special needs depends more on academic and self-regulatory behaviour, task activity and social inclusion.  相似文献   

14.
Abstract

The amount and direction of school change in reading achievement on a statewide, high-stakes performance assessment were identified. School change in reading achievement with instructional practices reported by teachers in primary and intermediate grades in 33 schools was predicted. Meta-analyses of the effects of instructional practices in reading on achievement in 6 areas—including reading, writing, language use, mathematics, science, and social studies—were conducted. In Grade 5, achievement in reading, science, mathematics, and writing increased significantly. Practices of integrated instruction and use of abundant texts and resources were associated positively with change in achievement. Basal emphasis and comprehension instruction were associated negatively with achievement change. In Grade 3, few effects were observed. Findings are interpreted in light of existing models of integrated instruction and the roles of teacher knowledge in achievement and learning.  相似文献   

15.
Abstract

The classes of 23 teachers were observed on three different class meetings and the pupil-on-task-performance was recorded for each student. The I. Q. of each student was measured by the California Short-form Test of Mental Maturity. The achievement of each student on the unit being taught was measured by teacher-made tests. A partial correlation, for each class, between pupil-on-task-performance and pupil achievement, partialiing out pupil intelligence, was computed. In those classes where the partial correlation was significant (.05 level or less), the specific teacher behaviors were found to be different from the teachers' behaviors where partial correlations were not significant.  相似文献   

16.
The main aim of this study was to investigate the impact of formal teacher competence on pupils' reading achievement. The data comes from the Swedish participation in PIRLS 2001 in grade 3. Information was obtained from pupils (n = 5271) and teachers (n = 351). The analyses were conducted using 2-level structural equation modeling. Teacher competence was operationalized with multiple observed indicators and defined as a latent variable. Two measures of achievement were used: PIRLS 2001 reading test results and teacher judgement of pupil performance in the Swedish language. The results reveal that teacher competence was positively and similarly related to both achievement measures. No selection effects in terms of pupil socioeconomic status were found. The current study provides evidence for a strong impact of teacher competence on pupil reading achievement.  相似文献   

17.
ABSTRACT

Sixty-one elementary school students who had never participated in cooperative learning lessons before were included in this study. Students were randomly assigned to the conditions of cooperative learning with and without group processing and participated to 5 instructional sessions during a period of approximately 15 instructional days. Results on achievement show that by the end of the study students assigned to group processing condition achieved higher than did students assigned to no processing condition. Results on perception of peer academic and personal support and teacher academic and personal support do not show significant differences between the experimental groups.  相似文献   

18.
The purpose of this study was to review and analyze effective classroom reading practices for early graders, using information gathered from the existing content-general and content-specific observation protocols measuring teachers’ classroom reading practices. Dimensions and constructs from 28 observation studies were synthesized to identify classroom instructional practices that have positive impacts on student achievement. Findings revealed that (a) instructional support, emotional support, and classroom management have positive impacts on student achievement, (b) the degree to which instructional practices are effective depends on students’ particular learning needs, and (c) students’ entering skills and primary language are associated with instructional effectiveness in reading. Challenges and implications for future research on effective instructional strategies for special education and the development of an observational protocol for special education teacher effectiveness are discussed.  相似文献   

19.
In an era dominated by issues of school finance adequacy, it seems particularly important to provide evidence that, despite a number of claims to the contrary, educational resources are indeed positively related to improved student achievement. One of the hypotheses of this article is that expenditures per pupil must be disaggregated into more meaningful categories to discern the relationship between resources and student achievement. To explore this question, this article uses data from the Washoe County School District in Reno, Nevada, which reports its school expenditures using a program called InSite. This program disaggregates expenditures into 4 categories: instruction, instructional support, leadership, and operations and maintenance. This school-level variable is the primary explanatory variable in this covariate adjustment model using a 3-level hierarchical linear modeling analysis of students (approximately 7,000) nested in classrooms (approximately 420) nested in schools (approximately 55). This model also includes a number of contextual and school compositional factors that research tells us affect student achievement, including student demographic characteristics and pretest score; teacher experience, education, and a measure of his or her instructional practice; and school size, school-level poverty, and expenditures broken out into 4 categories: instruction, instructional support, leadership, and operations and maintenance. The results show that expenditures for instruction and instructional support were positively related and statistically significant for the reading achievement of 3rd, 4th, 5th, and 6th graders in the 2002-03 school year.  相似文献   

20.
《学校用计算机》2013,30(1-2):75-91
Abstract

A mature mathematics teacher (one in the latter stages of a successful career in teaching secondary mathematics) sought support in making a paradigm shift to a technology-integrated pedagogy in the context of a state's emerging standards-based curriculum. The teacher had concerns regarding his ability to make the paradigm shift, but he was willing to make the effort because he believed that integrating technology as an instruction/production tool would increase student achievement in mathematics. This article describes the teacher's experience. Students in two of his three high school geometry classes were introduced to altered teaching methods involving technology. The first class created instructional modules using presentation and Web page software, and a second class used student-created instructional modules. A third geometry class received traditional instruction based on text and lecture. Two topics, angles and circles, were taught using this format. Another topic, lines, was taught traditionally to all three classes. Interestingly, students across the three groups had numerically higher end-of-unit test scores for both lines and circles, much more acceptable to the teacher, than for angles. Recommendations are in order in regard to teacher support for technology integration.  相似文献   

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