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1.
Cheung Chun Chun 《教育心理学》1999,19(2):191-205
ABSTRACT The present study examined the effects of Classwide Peer Tutoring (CWPT) under two conditions‐‐with reinforcement (CWPT+ R) and without reinforcement (CWPT‐‐ R)‐‐on 77 students’ spelling performance and intrinsic interest in lower secondary school Integrated Science. The students displayed educational attainments in the average range. Both CWPT approaches led to significant improvements in spelling test performance. Both groups also evaluated the programme positively. However, the CWPT+ R group made significantly greater learning gains than did the CWPT‐‐ R students. These appeared to be related to higher levels of academic responding. Despite their impressive spelling gains, students in the CWPT+ R group displayed significantly lower intrinsic interest in Integrated Science after involvement in CWPT. However, great caution should be exercised in interpreting this last result, as statistically significant effects werenot found when group differences at post‐test were examined by way of t‐test and analysis of covariance methods. In summary, the data from this study suggest: (a) that the CWPT method of instruction is useful for helping lower secondary school students, (b) that reinforcers may increase learning gains by encouraging higher rates of responding, but (c) that there is an indication, subject to caution, that these reinforcers may possibly depress intrinsic interest in an academic activity (science in the case of this study). 相似文献
2.
Michael J. Strambler Clark McKown 《Journal of educational and psychological consultation》2013,23(2):87-114
We present findings from a group-randomized teacher action research intervention to promote academic engagement and achievement among elementary school students. Eighteen teachers from 3 elementary schools were randomly assigned to 1 of 2 groups. Intervention teachers studied evidence-based instructional practices that cultivate academic engagement and conducted an action research project to implement selected practices in their classrooms. Control teachers participated in a self-study group and read about evidence-based practices to promote student engagement. Teachers in the action research group reported using more group-based instruction than self-study teachers. Students with initial low engagement and low reading grades demonstrated greater gains in these outcomes in action research classrooms than self-study classrooms. Implications for teacher development and the promotion of student academic outcomes are discussed. 相似文献
3.
Patricia A. Popp Leslie W. Grant James H. Stronge 《Journal of Education for Students Placed at Risk》2013,18(4):275-291
What distinguishes effective teachers of at-risk or highly mobile students was the essential question addressed in this study. We conducted a cross-case analysis of US national or state award-winning teachers who taught in schools with student populations characterized as highly mobile, homeless, and/or high poverty. Six teachers meeting the criteria were selected as participants. Frameworks of effective teaching characteristics were adapted from prior research and from a review of the literature to gather on-site classroom observational and interview data from participating teachers. The data were examined in light of extant research related to teaching at-risk or highly mobile students and yielded information regarding beliefs and practices. Teachers' interview responses focused on 2 main areas of teacher effectiveness: the importance of student–teacher relationships and instructional delivery. These teachers emphasized affective and academic needs in their planning, instruction, and assessment. They had high expectations of students and were committed to ensuring that students had what they needed to succeed. Teachers maintained high student engagement and used a variety of instructional activities and a wide range of cognitive levels in the questions asked during their instruction which was primarily teacher-directed. Additional research into effective teaching and working with at-risk or highly mobile students is recommended. 相似文献
4.
《Journal of Education for Students Placed at Risk》2013,18(2):247-265
More than two-thirds of students living in U.S. low-income urban areas have not demonstrated basic levels of math achievement. Teachers are confronted with a difficult task of meeting the needs of an increasingly academically diverse population of urban students. There is a well-confirmed knowledge base on effective instruction, but teachers need massive amounts of information for effective, sustainable improvement and data-driven decision making. The bottleneck to improving teaching and learning is a lack of systematic, usable information on individual student performance and progress at the classroom level. We examined the effect of adding a computerized curriculum-based instructional management system as an enhancement to ongoing math instruction. Two math tests were used to contrast performance gains for students in the treatment group in comparison to two control groups: a same-school math instruction-only group, and a randomly selected district-wide math instruction-only group. Teachers in our experimental group implemented the treatment with varying degrees of fidelity, so we examined the impact of the level of implementation on student performance. We also examined the extent to which the treatment worked differently for high, middle, and low achieving students. There were positive outcomes for students in classrooms in which teachers used the instructional management system (Accelerated Math [AM]). In fact, students enrolled in classrooms where teachers implemented the AM intervention to a greater degree benefitted the most. Gains in math performance were consistent for high, middle, and low performing students. Use of a computerized instructional management system enabled teachers to differentiate instruction, make instructional adaptations for students of all ability levels, and provide students with relevant practice and immediate informed feedback. It also resulted in significant gains in math achievement. 相似文献
5.
《The Journal of educational research》2012,105(3):163-173
Abstract The authors examined the effects of implementing an instructional system that automates application of evidence-based components of effective instruction on student mathematics achievement and on classroom behaviors known to be related to overall student achievement outcomes. A treatment group of 157 4th- and 5th-grade students used the intervention in conjunction with the Everyday Math curriculum. Student performance was compared with a within-school control group of 61 4th- und 5th-grade students, as well as all 4th- and 5th-grade students in the district (N = 6,385). The students in the control groups received only the Everyday Math curriculum. Results indicate that the implementation of the instructional management system as an enhancement to Everyday Math resulted in an increase in the amount of time spent on classroom activities that researchers have identified as contributing to positive academic outcomes. Furthermore, students who used the Accelerated Math program demonstrated greater mathematics achievement gains than did the control groups. 相似文献
6.
Ninety beginning freshmen at the University of Missouri-Rolla were utilized as subjects. The sample was sub-divided into three equal groups; the experimental group was composed of pre-registered students enrolled in an intensified instructional program in Study Skills and Developmental Reading and were provided specialized counseling services; one control group was composed of students that had taken part in the pre-registration program at UMR, but were not enrolled in the Study Skills and Developmental Reading instruction and were not provided specialized counseling services; and the other control group was accorded no variation in traditional method of enrollment or instruction. All three groups were matched on their obtained School and College Ability Test scores, English and Mathematics Placement Test scores, college majors and semester hours attempted. All students in these groups were above average in quantitative skills and below average in verbal skills.The experimental group met for developmental reading and study skills instruction on a bi-weekly basis for no academic credit. The study skills instruction included material dealing specifically with both study habits and study attitudes. The developmental reading sequence consisted of both machine and workbook instruction. The counseling service was provided on a voluntary basis and was initiated at the time of pre-registration. A statistically significant difference in grade point average (GPA) was discerned after the first semester of the project. While no significant differences in GPA existed after the second and third semesters of the investigation, the attrition rate was considerably lower for the experimental group than for the control groups. Highly significant gains were evidenced in reading rates with no significant loss in reading comprehension. 相似文献
7.
Recent increased interest in computational thinking poses an important question to researchers: What are the best ways to teach fundamental computing concepts to students? Visualization is suggested as one way of supporting student learning. This mixed-method study aimed to (i) examine the effect of instruction in which students constructed visualizations on students’ programming achievement and students’ attitudes toward computer programming, and (ii) explore how this kind of instruction supports students’ learning according to their self-reported experiences in the course. The study was conducted with 58 pre-service teachers who were enrolled in their second programming class. They expect to teach information technology and computing-related courses at the primary and secondary levels. An embedded experimental model was utilized as a research design. Students in the experimental group were given instruction that required students to construct visualizations related to sorting, whereas students in the control group viewed pre-made visualizations. After the instructional intervention, eight students from each group were selected for semi-structured interviews. The results showed that the intervention based on visualization construction resulted in significantly better acquisition of sorting concepts. However, there was no significant difference between the groups with respect to students’ attitudes toward computer programming. Qualitative data analysis indicated that students in the experimental group constructed necessary abstractions through their engagement in visualization construction activities. The authors of this study argue that the students’ active engagement in the visualization construction activities explains only one side of students’ success. The other side can be explained through the instructional approach, constructionism in this case, used to design instruction. The conclusions and implications of this study can be used by researchers and instructors dealing with computational thinking. 相似文献
8.
The purpose of Science in Action (SIA) was to examine the relationship between implementing quality science, technology, engineering, and math (STEM) service-learning (SL) projects and the effect on students' academic engagement in middle school science, civic responsibility, and resilience to at-risk behaviors. The innovative project funded by the Corporation for National and Community Service (CNCS) included 6,000+ middle school at-risk students (eligible for at least 50% free or reduced-cost lunch), 126 science teachers who integrated STEM problem-based SL pedagogy into science instruction to teach students to solve real problems in schools and communities. The project involved 20 schools and communities with assistance from 120 community partners. Participants completed pre- and post-SL surveys on academic engagement, civic responsibility, and resilience; qualitative data were collected from journals, interviews, focus groups, observations, and field notes. Results highlight exemplary SL projects that demonstrated increased student academic engagement and achievement for students living in high poverty areas with potential at-risk behavior. Implications for future research and educational practices are discussed. 相似文献
9.
《Early education and development》2013,24(4):279-299
This paper describes instructional arrangements in first grade classrooms and assesses their effects on academic responses of students at risk for failure. A parallel set of analyses of not-at-risk controls provides a basis for comparison. Time-sampled, in-class observations focused on multiple components of instruction (subject matter, tasks assigned, group size, and teachers' behavior) and students' response (active/academic, task management, and inappropriate). The associations of instructional structure with type of student response were considered significant if replicated across two samples. Relative to base- rates (unconditional probabilities) six specific arrangements were shown to be significantly associated with either accelerated or decelerated rates (conditional probabilities) of at-risk and control students' active, academic, or inappropriate responses. The pattern of results indicated that while only one instructional arrangement was associated with increased inappropriate behavior for both groups, only two infrequently occurring arrangements in- creased academic responding. Implications with respect to both research and practice are discussed. 相似文献
10.
Richard L. Sparks Marjorie Artzer Jon Patton Leonore Ganschow Karen Miller Dorothy J. Hordubay Geri Walsh 《Annals of dyslexia》1998,48(1):239-270
In this study, the benefits of multisensory structured language (MSL) instruction in Spanish were examined. Participants were
students in high-school-level Spanish attending girls’ preparatory schools. Of the 55 participants, 39 qualified as at-risk
for foreign language learning difficulties and 16 were deemed not-at-risk. The at-risk students were assigned to one of three
conditions: (1) MSL—multisensory Spanish instruction in self-contained classrooms (n=14); (2) SC—traditional Spanish instruction provided in self-contained classrooms (n=11); and (3) NSC—traditional Spanish instruction in regular (not self-contained) Spanish classes (n=14). Not-at-risk students (n=16) received traditional Spanish instruction in regular classes similar to the instruction provided to the NSC group.
All three at-risk groups made significant gains over time on some native language skills regardless of teaching method. The
MSL group also made significant gains on a foreign language aptitude measure. The MSL group and the not-at-risk group made
greater gains than the two other at-risk groups on foreign language aptitude and native language measures of reading comprehension,
word recognition, and pseudoword reading.
Although most at-risk learners achieved an “expected” level of foreign language proficiency after two years of instruction,
significant group differences were found. On measures of oral and written foreign language proficiency, the MSL and not-at-risk
groups scored significantly higher than the at-risk groups instructed using traditional methods. After two years of Spanish
instruction, no differences in foreign language proficiency were found between the MSL group and the not-at-risk group. 相似文献
11.
Sarah Ryan Julia Kaufman Joel Greenhouse Ruicong She Judy Shi 《Community College Journal of Research & Practice》2016,40(4):285-298
Whether through the use of online-only or hybrid/blended formats, colleges and universities across the country are increasingly utilizing online platforms as a medium for the delivery of instruction. At the same time, we know little about how student learning outcomes are related to students’ engagement with online instructional formats. In particular, few studies have evaluated online learning in community colleges, and fewer yet have employed an experimental or quasi-experimental design to do so. In this research, we use propensity score matching to compare learning gains between community college students enrolled in blended courses, (courses that combine online instructional delivery with traditional classroom-based instruction) with gains experienced by students receiving only classroom-based instruction. Among students enrolled in blended courses, we also consider which aspects of student use of online instructional materials are most strongly associated with student learning. While some evidence has suggested significantly poorer outcomes for community college students enrolled in online-only courses, our results suggest that students enrolled in blended courses perform similarly, if not better, relative to students in a traditional instructional setting. Implications for practice and research are discussed. 相似文献
12.
This study documents the amount and quality of reading instruction provided to second‐ through fifth‐grade students with learning disabilities provided resource‐room services. Reading instruction provided by 10 special education resource‐room teachers was observed. Findings reveal that teachers and students were on task during instructional time that included phonological awareness, word study, comprehension, reading fluency, and vocabulary instruction of average to high average quality. Although class size was small overall, whole‐group instructional delivery was most common. Students made statistically significant gains in oral reading fluency but did not increase their standard scores on measures of comprehension or word reading. © 2010 Wiley Periodicals, Inc. 相似文献
13.
This paper describes instructional arrangements in first grade classrooms and assesses their effects on academic responses of students at risk for failure. A parallel set of analyses of not-at-risk controls provides a basis for comparison. Time-sampled, in-class observations focused on multiple components of instruction (subject matter, tasks assigned, group size, and teachers' behavior) and students' response (active/academic, task management, and inappropriate). The associations of instructional structure with type of student response were considered significant if replicated across two samples. Relative to base- rates (unconditional probabilities) six specific arrangements were shown to be significantly associated with either accelerated or decelerated rates (conditional probabilities) of at-risk and control students' active, academic, or inappropriate responses. The pattern of results indicated that while only one instructional arrangement was associated with increased inappropriate behavior for both groups, only two infrequently occurring arrangements in- creased academic responding. Implications with respect to both research and practice are discussed. 相似文献
14.
This New Zealand‐based study of the classroom practice of nine exemplary teachers of writing to upper primary‐age students explored the significance of task orientation as a component of effective teacher instruction and the instructional strategies or actions that effective teachers utilise to promote such. Effectiveness pertains to teachers being able to generate a positive impact on learners' engagement and academic outcomes. Particular attention was given to the content and organisation of the tasks and activities that teachers required of their students. Analysis of observed teacher practice in relation to learner gains showed actions associated with task orientation to be strongly associated with student progress in writing. Two indicators linked particularly with learner gains in writing. They relate to teachers being able to select and promote learning tasks that are purposeful and challenging for students and to students being involved in the selection or construction of learning tasks. There were relatively high levels of proficiency with regard to teachers being able to select and promote purposeful and challenging tasks but significant operational variability with regard to teachers involving their students in task selection or construction. Classroom illustrations are provided on how effective teachers promote learner involvement in task selection or construction. 相似文献
15.
Anne Gregory Joseph P. Allen Amori Y. Mikami Christopher A. Hafen Robert C. Pianta 《Psychology in the schools》2014,51(2):143-163
Student behavioral engagement is a key condition supporting academic achievement, yet student disengagement in middle and high schools is all too common. The current study used a randomized controlled design to test the efficacy of the My Teaching Partner‐Secondary program to increase behavioral engagement. The program offers teachers personalized coaching and systematic feedback on teachers’ interactions with students, based on systematic observation of videorecordings of teacher‐student interactions in the classroom. The study found that intervention teachers had significantly higher increases, albeit to a modest degree, in student behavioral engagement in their classrooms after 1 year of involvement with the program compared to the teachers in the control group (explaining 4% of variance). In exploratory analyses, two dimensions of teachers’ interactions with students—their focus on analysis and problem solving during instruction and their use of diverse instructional learning formats—acted as mediators of increased student engagement. The findings offer implications for new directions in teacher professional development and for understanding the classroom as a setting for adolescent development. 相似文献
16.
Evidence-based reforms that emphasize the identification and implementation of empirically validated practices are at the forefront of educational research, and recently, the Council for Exceptional Children (CEC; 2014) published a set of standards for establishing evidence-based practices in special education. Although 30 years of research supports the effectiveness of ClassWide Peer Tutoring (CWPT), an instructional strategy intended to increase engagement and improve academic outcomes for students with disabilities, a formal evidence-based review has not yet been conducted on the practice. The purpose of this study is to examine whether CWPT, as developed by the Juniper Gardens Children’s Project at the University of Kansas, can be considered an evidence-based practice for academic outcomes of students with high incidence disabilities using the CEC standards. Sixteen single-case design studies met inclusion criteria; no studies addressed all the required quality indicators. Although results of multiple studies show that CWPT had positive effects, the lack of methodologically sound studies supporting the practice means that CWPT is not considered an evidence-based practice according to the CEC (2014) standards. Implications for research and practice are discussed. 相似文献
17.
Robert C. Pianta Jessica E. Whittaker Virginia Vitiello Arya Ansari Erik Ruzek 《Early education and development》2018,29(6):797-813
Research Findings: The present study used data from 117 publicly funded preschool classrooms within a large, diverse, suburban county to describe teacher practices and child engagement along with classroom activity settings and children’s exposure to instructional content. Practice or Policy: Results from this investigation revealed that children spent the largest share of the day in teacher-directed whole-group instruction and in free play and very little time was spent in individual and small-group settings. Although a 3rd of the school day was dedicated to academic activities, there were few opportunities for socioemotional learning, and children spent roughly a 3rd of the school day in routines/transitions and meals. Few differences emerged in the classroom observations across school- and community-based programs; however, more educated and experienced teachers spent more time teaching and in teacher-directed instruction. 相似文献
18.
A quasi‐experimental, treatment‐control group investigation was designed to test the effects of a pre‐service training course for secondary education teachers. Previous findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: a model of executive acting directed at well‐structured skills and a model of strategic acting directed at higher‐level thinking strategies. Pre‐ and post‐training comparison of classroom observations by trained observers revealed significantly more effective instruction by the student teachers after training. No treatment effect was found for pupil engagement rates. The ratings from the supervising teachers did not show significantly better use of the recommended instructional skills by the trained student teachers than by the untrained student teachers. 相似文献
19.
Yujeong Park Mary Theresa Kiely Mary T. Brownell Amber Benedict 《Learning disabilities research & practice》2019,34(2):85-96
The purpose of this study was to explore the relationships among (1) special education teachers’ knowledge for teaching reading fluency, (2) the specific instructional practices they used in fluency instruction, and (3) gains of students with specific learning disabilities (SLD) on a performance measure of oral reading fluency (ORF). Analyses based on multilevel linear modeling and analysis of covariance indicated that for 42 special education teachers teaching third, fourth, and fifth graders with SLD in intensive reading groups, teachers’ knowledge for teaching reading fluency predicted student gains on ORF measures, but did not predict their instructional practice. Furthermore, teacher practice did not predict student gains on ORF. Practical implications and future research are discussed. 相似文献
20.
Martin J. Ward Donald Kester Kamiar Kouzekanani 《Journal of Education for Students Placed at Risk》2013,18(2):189-200
This research examined the impact of preservice teachers delivering individualized instruction of basic computer skills to at-risk, ethnic minority alternative high school students in an urban school district in South Texas. The alternative high school students' achievement of computer skills, motivation to use computers, and self-efficacy as current and future students was assessed. University preservice teachers taught a keyboard/computer skills curriculum developed specifically for this collaborative teaching and learning project in 10 1-hr-long sessions 2 times a week over a 5-week period. A series of 2 by 2 repeated measures analysis of variance showed achievement gains as measured by a survey instrument within the treatment group. This small, preliminary study supports the use of preservice teachers in the delivery of an individualized, computer-based program of instruction for at-risk students. 相似文献