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Author: Kurt Osuch Publisher: ISBN: Category : Academic achievement Languages : en Pages : 209
Book Description
The purpose of this causal-comparative study is to examine the impact of Troops to Teachers (TTT) participants on student achievement by comparing the mean scores of Texas students in the eighth grade during the 2011-2012 academic year taught by TTT participants with the mean scores of all other Texas eighth grade students on each of four mandatory standardized examinations. The Texas Education Agency (TEA) provided the archival data used in the evaluation, which consisted of limited teacher demographic information, as well as individual student scores on the vertically equated 2011-2012 version of the State of Texas Assessments of Academic Readiness (STAAR) tests in mathematics, reading, science, and social studies. The results of the analysis indicate that students of non-TTT participants achieved statistically significant higher mean STAAR scores in mathematics, science, and social studies when compared to students of TTT participants. Students of TTT participants achieved higher, but not statistically significant, mean scores in reading when compared to students of all other teachers. This research informs teaching practice and alerts human resources practitioners, school administrators, teachers, legislators, veterans' program officials, and recruiters, to how school systems may design learning communities to take advantage of second-career teachers to further student achievement. Suggestions for further research are included.
Author: Kurt Osuch Publisher: ISBN: Category : Academic achievement Languages : en Pages : 209
Book Description
The purpose of this causal-comparative study is to examine the impact of Troops to Teachers (TTT) participants on student achievement by comparing the mean scores of Texas students in the eighth grade during the 2011-2012 academic year taught by TTT participants with the mean scores of all other Texas eighth grade students on each of four mandatory standardized examinations. The Texas Education Agency (TEA) provided the archival data used in the evaluation, which consisted of limited teacher demographic information, as well as individual student scores on the vertically equated 2011-2012 version of the State of Texas Assessments of Academic Readiness (STAAR) tests in mathematics, reading, science, and social studies. The results of the analysis indicate that students of non-TTT participants achieved statistically significant higher mean STAAR scores in mathematics, science, and social studies when compared to students of TTT participants. Students of TTT participants achieved higher, but not statistically significant, mean scores in reading when compared to students of all other teachers. This research informs teaching practice and alerts human resources practitioners, school administrators, teachers, legislators, veterans' program officials, and recruiters, to how school systems may design learning communities to take advantage of second-career teachers to further student achievement. Suggestions for further research are included.
Author: Brooke Parker Publisher: ISBN: Category : Languages : en Pages :
Book Description
There are multiple aspects of a learner's experience, including instructional and environmental factors, which may affect achievement. Students may be more comfortable with whom they relate and share common experiences (Haberman & Post, 1998; Heath, 1971; Marx, 2008). But does this mean students learn best from teachers who look like them? This quantitative study, utilizing an ex post facto causal comparative analysis, investigated the effects of student and teacher ethnicity. All data was archival, consisting of 3,104 students in grade 10 and 139 teachers. Additional quantitative variables found in the data were also explored, including the effect of the sex of the student and teacher and the effect of teacher experience. Ethnicity, as well as sex, were found to have little impact. However, the data indicate teacher experience may have a greater impact on student achievement than either ethnicity or sex. Students whose teachers had 10 to 14 years' experience demonstrated higher achievement in Mathematics. Further, students whose teachers had zero to four years' experience outperformed their peers in Reading. Although the effect size was small, the data indicate students whose teacher had zero to four years of experience outperformed their peers respectively.
Author: Jason W. Potts Publisher: ISBN: Category : Academic achievement Languages : en Pages : 99
Book Description
This qualitative study examined grade 7-12 teachers' perceptions of the impact of project-based learning on student achievement upon state assessments. The participants were 37 teachers of grades 7-12 who taught in one of four selected school districts, and had taught at least one academic course at their respective grade level. This research was based on participation in an online survey that included Likert scale responses and open-ended questions. The researcher also interviewed four teachers to further investigate teacher beliefs regarding the impact of project-based learning on student achievement on state assessments. Results indicated that teachers generally understood what the basic tenets of project-based learning were, and that project-based learning is an effective teaching pedagogy. An analysis of the data also indicated that many teachers felt that they are using an instructional approach that is similar to project-based learning, but they do not consider their classrooms to be project-based learning classrooms. Most teachers reported that they do not allot for the amount of time required for extended assignments or projects, a hallmark of the project-based learning classroom. Teachers perceived that their use of project-based learning pedagogies, along with the use of the integral classroom aspects of project-based learning, led to student achievement on curricular coursework. This study revealed that a slight majority of grades 9-12 teachers felt that their use of project-based learning has prepared students for success on state assessments, whereas some teachers, particularly teachers of grades 7-8, did not feel that their use of project-based learning had prepared their students for success on state assessments.
Author: Paul C. Cozby Publisher: WCB/McGraw-Hill ISBN: Category : Psychology Languages : en Pages : 300
Book Description
For undergradute social science majors. A textbook on the interpretation and use of research. Annotation copyright Book News, Inc. Portland, Or.
Author: Peter Blatchford Publisher: UCL Press ISBN: 1787358798 Category : Education Languages : en Pages : 340
Book Description
The debate over whether class size matters for teaching and learning is one of the most enduring, and aggressive, in education research. Teachers often insist that small classes benefit their work. But many experts argue that evidence from research shows class size has little impact on pupil outcomes, so does not matter, and this dominant view has informed policymaking internationally. Here, the lead researchers on the world’s biggest study into class size effects present a counter-argument. Through detailed analysis of the complex relations involved in the classroom they reveal the mechanisms that support teachers’ experience, and conclude that class size matters very much indeed. Drawing on 20 years of systematic classroom observations, surveys of practitioners, detailed case studies and extensive reviews of research, Peter Blatchford and Anthony Russell contend that common ways of researching the impact of class size are limited and sometimes misguided. While class size may have no direct effect on pupil outcomes, it has, they say, significant force through interconnections with classroom processes. In describing these connections, the book opens up the everyday world of the classroom and shows that the influence of class size is everywhere. It impacts on teaching, grouping practices and classroom management, the quality of peer relations, tasks given to pupils, and on the time teachers have for marking, assessments and understanding the strengths and challenges for individual pupils. From their analysis, the authors develop a new social pedagogical model of how class size influences work, and identify policy conclusions and implications for teachers and schools.
Author: Andrew McConney Publisher: ISBN: 9780987654311 Category : Effective teaching Languages : en Pages : 73
Book Description
This review of the research literature is about fast track schemes in teacher education, and specifically focuses on what is currently known about such schemes run by the organisation Teach For All (TFA). In stark contrast to traditional university-based teacher education, schemes characterised as fast track provide would-be teachers a greatly accelerated programme of study and practical experience for gaining entry to teaching in schools. Within a wide variety of alternative routes for teacher training and eventual certification (credentialing), so-called fast track programs have been one of the more visible and aggressively developed and marketed schemes over the last twenty-five years. Initially conceived and developed as Teach For America, similar fast track teacher education programs are now also established as Teach First UK and Teach For Australia, and such a scheme is currently under negotiation and development as Teach First New Zealand. TFA schemes have been established in some 18 countries around the world.
Author: National Research Council Publisher: National Academies Press ISBN: 0309309980 Category : Medical Languages : en Pages : 431
Book Description
Young adulthood - ages approximately 18 to 26 - is a critical period of development with long-lasting implications for a person's economic security, health and well-being. Young adults are key contributors to the nation's workforce and military services and, since many are parents, to the healthy development of the next generation. Although 'millennials' have received attention in the popular media in recent years, young adults are too rarely treated as a distinct population in policy, programs, and research. Instead, they are often grouped with adolescents or, more often, with all adults. Currently, the nation is experiencing economic restructuring, widening inequality, a rapidly rising ratio of older adults, and an increasingly diverse population. The possible transformative effects of these features make focus on young adults especially important. A systematic approach to understanding and responding to the unique circumstances and needs of today's young adults can help to pave the way to a more productive and equitable tomorrow for young adults in particular and our society at large. Investing in The Health and Well-Being of Young Adults describes what is meant by the term young adulthood, who young adults are, what they are doing, and what they need. This study recommends actions that nonprofit programs and federal, state, and local agencies can take to help young adults make a successful transition from adolescence to adulthood. According to this report, young adults should be considered as a separate group from adolescents and older adults. Investing in The Health and Well-Being of Young Adults makes the case that increased efforts to improve high school and college graduate rates and education and workforce development systems that are more closely tied to high-demand economic sectors will help this age group achieve greater opportunity and success. The report also discusses the health status of young adults and makes recommendations to develop evidence-based practices for young adults for medical and behavioral health, including preventions. What happens during the young adult years has profound implications for the rest of the life course, and the stability and progress of society at large depends on how any cohort of young adults fares as a whole. Investing in The Health and Well-Being of Young Adults will provide a roadmap to improving outcomes for this age group as they transition from adolescence to adulthood.
Author: Kurt Osuch
Author: Kurt Osuch
Author: Brooke Parker
Author: Jason W. Potts
Author: 
Author: Paul C. Cozby
Author: Alan Brimer
Author: Peter Blatchford
Author: Andrew McConney
Author: Edgar Faure
Author: National Research Council