Download or read book A Mixed Methods Study of the Impact of Xtreme Reading on Middle School Students and Their Teachers written by Shamona McClary Fernanders and published by . This book was released on 2020 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study utilized a convergent parallel mixed methods design to examine the impact of a reading intervention on middle schoolers and their teachers as measured by the difference in archived reading test scores from 3 years (2016-2017, 2017-2018, and 2018-2019), archived motivation surveys from 1 year (2018-2019), and teacher perceptions from the fall of 2019. Data were collected to answer the following research questions: (a) What is the impact of Xtreme on the reading achievement of middle school students participating in the program for the first time as measured by aggregated pre and posttest results over 3 years; (b) What is the impact of Xtreme on the motivation of middle school students participating in the program for the first time as measured by pre- and post-survey results in 2018-2019; (c) Is there a relationship between the motivation and reading achievement of middle school students participating in Xtreme for the first time as measured by pre- and post-survey and test results in 2018-2019; and (d) How do middle school teachers perceive the impact of Xtreme? Statistical analysis indicated a significant increase in reading achievement scores as well as large effect sizes. There was a statistically insignificant difference in survey scores and a small effect size. Results also indicated a small positive correlation between motivation and reading achievement gains. Perceptual data showed positive effects from the program. Overall, results indicated that Xtreme was an effective program that positively impacted students and their teachers.
Download or read book An Evaluation of a Remedial Reading Program for Middle grade Students in a Southeastern State Public School written by Susan S. Nichols and published by . This book was released on 2014 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to evaluate the effects on reading achievement for middle school students after participation in a remedial reading program, Xtreme Reading, at a southeastern state public school. The researcher used Stufflebeam's (2003) context, input, process, and product (CIPP) model to guide the study. A mixed-method research design was used to examine data collected from 80 students in Grades 6 through 8 participating in reading interventions spanning a 1-year period from 2013 through 2014. -- There were significant differences in reading achievement scores of students during the 1-year implementation of Xtreme Reading. The findings in this study reveal that an intensive reading intervention, Xtreme Reading, can significantly improve reading achievement for struggling adolescent readers when implemented with fidelity. -- Analyses of the data also revealed statistical significance between the effects on student motivation to read during the 1-year implementation of the Xtreme Reading program. The findings in this study will be beneficial to secondary principals who are held accountable for literacy development, implementation, and evaluation as the school instructional leader. The findings in this study will also be beneficial to directors of curriculum and instruction as well as district superintendents in how recommendations are made to school boards for changes in policies of implementation and monitoring of effective reading intervention programs for students at the secondary level.
Download or read book A Mixed Methods Study of Middle School Students Perceptions of Teacher Feedback and its Effects on Metacognition and Motivation written by Jody A. Marberry and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Routledge Handbook for Advancing Integration in Mixed Methods Research written by John H. Hitchcock and published by Taylor & Francis. This book was released on 2022-05-10 with total page 635 pages. Available in PDF, EPUB and Kindle. Book excerpt: This groundbreaking edited book, The Routledge Handbook for Advancing Integration in Mixed Methods Research, presents an array of different integration ideas, with contributions from scholars across the globe. This handbook represents the first major volume that comprehensively discusses this topic of integration. Perhaps the most fundamental and longstanding question in mixed methods research is: How does one best integrate disparate forms of information to produce the best form of inquiry? Each of the 34 seminal chapters in this handbook accelerates the discussion of integration across a broad range of disciplines, including education, arts-based analyses, and work in the Global South, as well as special topics such as psychometrics and media research. Many of the chapters present new topics that have never been written about before, and all chapters offer cutting-edge approaches to integration. They also offer different perspectives of integration – leading the introductory chapter to offer a new and comprehensive definition for integration, as follows: "referring to the optimal mixing, combining, blending, amalgamating, incorporating, joining, linking, merging, consolidating, or unifying of research approaches, methodologies, philosophies, methods, techniques, concepts, language, modes, disciplines, fields, and/or teams within a single study." The concluding chapter offers a meta-framework that accounts for this definition and is designed to help scholars think more about integration in a way that represents a continuous, dynamic, iterative, interactive, synergistic, and holistic meaning-making process. This handbook will be an essential reference work for all scholars and practitioners using or seeking to use mixed methods in their research.
Download or read book How Teachers May Influence the Impact of Computer Adaptive Instruction written by Scott G. Woolstenhulme and published by . This book was released on 2018 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: "School districts across the country have been adopting computer adaptive instructional programs as early reading interventions. It is imperative to learn whether CAI has an effect on student reading gains and what other factors may influence its effect. This mixed methods study employed an explanatory sequential design to first evaluate the reading gains of 2nd grade students. An independent samples t test showed that 2nd grade students in 2017 who participated in the Lexia Core5 reading intervention program for at least 30 hours had significantly higher gains than their peers in the 2014, 2015, and 2016 school years. A multiple regression analysis was then used to identify what other factors may have influenced student reading gains. These factors included teacher-level factors including teacher evaluation score, teacher years of experience, and the mean percentile gain of each teacher's class, student-at risk factors, class-level factors including class size and program implementation level, and program-level factors including hours of participation and number of levels completed. Only the teacher's mean percentile gain and hours of participation were found to be statistically significant. In the qualitative phase of the study, extreme case sampling was used to identify teachers who had exceptionally high gains on the Star Reading assessment. These teachers were interviewed to learn whether they shared common beliefs or practices. An action-coding analysis of the interviews showed that teachers shared the following practices: (a) using Lexia Core 5 to differentiate reading intervention, (b) publicly celebrating students' achievement in the program, (c) collaborating as grade-level teams to provide more intensive interventions when necessary, and (d) frequently monitoring students' progress using the reports in the Lexia Core5 program."--Boise State University ScholarWorks.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 634 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book OE publication written by and published by . This book was released on 1967 with total page 690 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effective Instruction for Middle School Students with Reading Difficulties written by Carolyn A. Denton and published by Brookes Publishing Company. This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reading problems don't disappear when students enter middle school, recent studies show that nearly a quarter of today's eighth graders aren't able to read at a basic level. This book arms language arts teachers with lessons, strategies, and foundational kowledge they need to resolve older students' reading difficulties and increase their chances for academic success. Ideal for use with struggling readers in Grades 6 - 8, this book clearly lays out the fundamentals of effective teaching for adolescents with reading difficulties. Teachers will discover how to: select and administor assessments for comprehension, fluency, and word recognition; use assessment results to plan individualized instruction; apply research-supported instructional practices; develop flexible grouping systems; set manageable short-term learning goals with students; give appropriate and corrective feedback; monitor student progress over time; provide effective interventions within a school-wide Response to Intervention framework; and more. To help teachers incorporate evidence-based practices into their classroom instruction they'll get more than 20 complete, step-by-step sample lessons for strengthening adolescents' reading skills. Easy to adapt for use across any curriculum, the sample lessons provide explicit models of successful instruction, with suggested teacher scripts, checklist for planning instruction, key terms and objectives, strategies for guided and independent practice, tips on promoting generalization, and more.
Download or read book Handbook of Education Policy Research written by Gary Sykes and published by Taylor & Francis. This book was released on 2012-09-10 with total page 1062 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-published by Routledge for the American Educational Research Association (AERA) Educational policy continues to be of major concern. Policy debates about economic growth and national competitiveness, for example, commonly focus on the importance of human capital and a highly educated workforce. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored Handbook. Organized into seven sections, the Handbook focuses on (1) disciplinary foundations of educational policy, (2) methodological perspectives, (3) the policy process, (4) resources, management, and organization, (5) teaching and learning policy, (6) actors and institutions, and (7) education access and differentiation. Drawing from multiple disciplines, the Handbook’s over one hundred authors address three central questions: What policy issues and questions have oriented current policy research? What research strategies and methods have proven most fruitful? And what issues, questions, and methods will drive future policy research? Topics such as early childhood education, school choice, access to higher education, teacher accountability, and testing and measurement cut across the 63 chapters in the volume. The politics surrounding these and other issues are objectively analyzed by authors and commentators. Each of the seven sections concludes with two commentaries by leading scholars in the field. The first considers the current state of policy design, and the second addresses the current state of policy research. This book is appropriate for scholars and graduate students working in the field of education policy and for the growing number of academic, government, and think-tank researchers engaged in policy research. For more information on the American Educational Research Association, please visit: http://www.aera.net/.
Download or read book Office of Education Research Reports written by Educational Resources Information Center (U.S.) and published by . This book was released on 1967 with total page 342 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 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book SAGE Handbook of Mixed Methods in Social Behavioral Research written by Abbas Tashakkori and published by SAGE. This book was released on 2010-06-21 with total page 913 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Handbook of Mixed Methods in Social & Behavioral Research contains a gold mine of articles by leading scholars on what has come to be known as the third methodological movement in social research. Aimed at surveying the differing viewpoints and disciplinary approaches of mixed methods, this breakthrough book examines mixed methods from the research enterprise to paradigmatic issues to application. The book also discusses the strengths and weaknesses of mixed methods designs, and provides an array of specific examples in a variety of disciplines, from psychology to nursing. The book closes with a brief section on how to teach and perform collaborative research using a mixed methods research design. Written so that it can be used either as a pedagogical tool or as a reference for researchers, the book is rich in examples and includes a glossary, easy-to-follow diagrams, and tables to help readers become more familiar with the language and controversies in this evolving area.
Download or read book The Impact of Implementation of a District wide Systematic Process of Response to Invention in Reading on Student Achievement in Middle Schools written by Gail Belinda Alexander Dalcourt and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Implementation of a District Wide Systematic Process of Response to Invention in Reading on Student Achievement in Middle Schools written by Gail A. Dalcourt and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Office of Education Research Reports 1956 1965 written by Educational Research Information Center (U.S.) and published by . This book was released on 1967 with total page 702 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Twenty six Letters written by and published by . This book was released on 2013 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Motivation to read greatly impacts the development of reluctant middle school readers. In this study, 5th and 6th grade students were surveyed using the Adolescent Motivation to Read Profile, which included the collection of both quantitative and qualitative data through survey and conversational interview method. The study provides insight into what motivates this select group of reluctant readers, and the recommendations help teachers more completely understand the attitudes and beliefs of reluctant middle school readers. With these data, teachers can more effectively impact student motivation by changing their classroom instructional practices." --
Download or read book Back to Basics written by Chelsea Seaux and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is an urgent crisis regarding literacy among adolescents, posing challenges for teachers, parents, administrators, and other stakeholders. The purpose of this study was to evaluate if the use of select elementary school strategies viz. explicit metacognitive instruction, cooperative learning, autonomy, and multimodal access on middle school student have positive outcomes in reading. While transitioning from elementary to middle school the researcher observed middle students still required scaffolding and strategies used in elementary school which led to choosing this focus. The researcher reviewed literature on the literacy crisis in the American middle school system, literacy among English Language Learners, and adolescents' perceptions about reading. The researcher then shifted to exploring the available solutions and decided upon specific strategies that address the developmental, learning style and linguistic needs of adolescents: effectiveness of multimodal access to texts, cooperative learning, literacy stations, and explicit teaching of metacognitive strategies used in reading. This study was conducted using a qualitative case study with a reflective semi-structured questionnaire, and student feedback was coded for emergent themes. The instruments used include pre-and post-assessment data using benchmark Star Reading, and daily 50-minute lessons over a six-month period of time incorporating the above-mentioned strategies. The researcher found that the balanced implementation of the strategies mentioned had a positive impact on student outcomes in reading overall, and students' feedback revealed social-emotional support as well as help with comprehension and engagement. Based upon the research findings, it is recommended that instructional leaders implement equitable professional development, and practitioners at the middle school/junior high grade level draw heavily on elementary school strategies to meet the learning styles and linguistic needs of students. This intervention is imperative, and the learning gap from elementary school must be bridged, as students advance to high school and beyond, and must meet expectations in higher education and the workforce. The study concluded the educational field would benefit from training middle school teachers in literacy strategies approaching the whole adolescent, meeting their social-emotional, developmental, and linguistic needs. Further research on connections between socioemotional learning and academics should be explored. Key words: adolescent literacy, literacy strategies, explicit metacognitive instruction, cooperative learning, literacy stations, multimodal access, English Language Learners
