Download or read book A Study of the Effect of the Triadic Method of Teaching Upon Achievement in and Attitude Toward United States History Among Students at Calhoun High School written by Charlie Henry and published by . This book was released on 1978 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: The triadic method is an arrangement where three students are placed in a group and made responsible for each other in the learning process. This study attempted to determine if the use of the triadic method of teaching would result in significant gains in attitude toward and achievement in United States history. The experimental group was composed of eleventh grade United States history students at Calhoun High School in Georgia.

Download or read book A Study of the Effect of Team Teaching Upon Achievement in and Attitude Toward United States History Among Students at Cherokee High School written by John Calvin Jackson and published by . This book was released on 1976 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1977 with total page 848 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Using Cornell Notes While Reading Advanced Placement History Textbooks written by Noah Kalb and published by . This book was released on 2009 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research Questions: To what extent does using Cornell Notes while students are reading their required weekly chapter increase their AP format test scores? (1) How does the use of Cornell Notes help them recall specific details that will help them distinguish between similar answers on multiple choice questions? (2) How does the use of this strategy affect their ability to support their essay statements with facts? (3) How does the use of Cornell Notes impact my students' attitudes towards the effectiveness of their study time and their test taking capabilities? Research Activities: Context: This intervention took place with all 16 of the students in an Advanced Placement (AP) United States History classroom; one student was a 10th grade student who had met the 10th grade history requirements by taking summer classes at a community college, and the rest of the students in the class were in 11th grade. This intervention was conducted in a medium sized high school (circa 2000 students) in a small city in central California. I was not the teacher of record in this classroom, but I collaborated closely with the class's teacher, who has had 30 years of experience, including several years teaching AP U.S. History. The demographics of the class approximate those of the school, with 8 Caucasian students, 7 Hispanic students, and 1 African American student. Only one student had taken the CELDT test and was Re-designated as English Proficient (RFEP) in 2003. He had no apparent difficulty with either comprehension or expression in English, and I do not believe his language background affected his performance during the intervention. Methods and Data: Before my intervention, I administered a survey to the students that ascertained their study habits at the time. The primary assessment that I used to examine students performance was the AP format tests that the students normally took about once a week. After collecting initial data on the multiple choice and essay sections of one of these tests, I then taught them how to use Cornell Notes, a structured note-taking method which involves dividing a page into two columns and reviewing notes a few times. This consisted of an initial lesson with direct instruction on the method, in class guided practice, and time in class for independent practice. The students were instructed to finish taking Cornell Notes on their own when they completed that week's reading, and they kept them to use as a study guide until turning them in at the start of that week's test. Students were given shorter follow up lessons to reinforce parts of the note-taking method that seemed to be lacking after students turned in their first full set of completed notes. Multiple choice and essay portion test scores were collected during and after the 3 weeks that students were required to take and use Cornell Notes. Students were then given a survey after the intervention to determine if they felt that using Cornell Notes had helped them and to discover how closely they had followed the note-taking method when working on their notes independently. Results: While individual student performance varied, the aggregate performance of the class did not change significantly during the course of the intervention. The class average of multiple choice section test scores went down slightly (just over 1 percent), and the class average of essay section test scores went up slightly (under 2 percent). There are so many other factors that may have affected the students' performance that such small changes cannot be attributed to the intervention itself. However, most students expressed on the post-intervention survey that they felt that using Cornell Notes helped them. These opinions did not correlate with student achievement on an individual basis, but several students said they intended to keep using them despite the fact that they would no longer be required for class credit. Grade Level: 11. Data Collection Methods: Teacher-made assessment, Observation - Field Notes, Survey - Attitude, Survey - Self-assessment. Curriculum Areas: Social Studies - United States History. Instructional Approaches: Reading - strategies, Study skills.

Download or read book An Investigation of the Effect of Team Teaching Upon Achievement and Attitudes in United States History Classes written by Kenneth Lowell Beasley and published by . This book was released on 1962 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teaching Reading in Middle School written by Laura Robb and published by Scholastic Inc.. This book was released on 2000 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt: Get the "big picture" of teaching reading in the middle school, including research, as well as the practical details you need to help every stydent become a better reader. Veteran teacher Laura Robb shares how to: teach reading strategies across the curriculum, present mini-lessons that deepen students' knowledge of how specific reading strategies work; help kids apply the strategies through guided practice; support struggling readers with a plan of action that improves their reading motivation; and much more.

Download or read book An Investigation of the Use of Disciplinary Texts and Achievement on End of course Examinations in High School U S History Courses written by Jocelyn K. Baldridge and published by . This book was released on 2014 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was conducted to examine whether a disparity exists between teacher expectations of honors and non-honors U.S. History students and if students who read more for U.S. History perform better on the U.S. History End-of-Course (EOC) examination. To generate answers to the research questions, both teachers and students in U.S. History courses were surveyed as to how much time was spent reading for U.S. History content both during class and for homework. The student surveys were matched to the U.S. History EOC Developmental Scale Scores to determine if students who responded as reading more for the course had higher achievement on the EOC examination. Five teacher surveys were completed, and 144 student surveys were analyzed, and comparisons were made using U.S. History EOC Developmental Scale Scores. Teachers surveyed did not appear to vary their expectations of student whether the students were in an honors or non-honors course. Approximately 71% of non-honors and 73% of honors students in this study were reading U.S. History homework content on a regular basis. Though not statistically significant, results did indicate a positive trend between students who read more for U.S. History content and achievement on the EOC examination. This study revealed the implementation of a standardized EOC examination may account for equally rigorous teacher expectations of both honors and non-honors students. All students have the same final evaluation and expectation of passing the EOC; therefore, all students are expected to learn the content.

Download or read book Effects of TRIAD on Mathematics Achievement written by Douglas H. Clements and published by . This book was released on 2016 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although some research-based educational practices have shown promise, many fail to be implemented at a scale that affects more than a small proportion of children. Further, research on interventions for young children includes mixed results, with most documenting "fadeout" of effects after several years, but some showing lasting effects. In this study, the authors evaluated the long-term impacts of a model for scaling up early interventions, in this case a successful early mathematics curriculum, testing to see whether the originally-sustained impacts persisted up to 7 years beyond baseline. The original evaluation of TRIAD (Technology-enhanced, Research-based, Instruction, Assessment, and professional Development) employed a cluster randomized trial (CRT) design to test the effectiveness of the TRIAD scale-up approach, using the Building Blocksʼ early mathematics curriculum (BB) in preschool. In this evaluation, 42 schools were randomly assigned to three groups. One of the groups was a business-as-usual control (CTRL). In preschool, the other two conditions were identical and entailed TRIAD scale-up (intensive training, coaching focused on both BB curriculum and linked assessment and online professional development). After preschool, one of the treatment conditions included follow-through professional development through 1st grade, including knowledge of the intervention and ways to build upon that knowledge using learning trajectories (TRIAD Follow-Through or TRIAD-FT) while the other condition implemented business-as-usual control (TRIAD Non-follow-through or TRIAD-NFT). Students in the two treatment conditions significantly outperformed their peers in the control condition through 1st grade. The primary purpose of the current investigation was to examine the long-term effects of the early mathematics curriculum, but the secondary aim was to explore whether the TRIAD scale-up approach itself, which included aligned professional development for kindergarten and 1st grade teachers, also enhanced the effects of the pre-K curriculum beyond 1st grade. Research questions were as follows: (1) What are the differences in the average math achievement of the three original study groups (TRIAD-NFT, TRIAD-FT, and CTRL) in 3rd, 4th, and 5th grade; (2) Do the differences in the 3rd, 4th, and 5th grade math achievement of the original study groups vary by the socio-economic and racial/ethnic backgrounds of the students in the groups; (3) What are the differences in the 3rd, 4th, and 5th grade math achievement of the subset of children who remained in the group to which their original school was randomly assigned throughout the intervention period (pre-K through 1st grade); and (4) Do the differences in the in the 3rd, 4th, and 5th grade math achievement of the subset of children who remained in the group to which their original school was randomly assigned throughout the intervention period (pre-K through 1st grade) vary by the students' socio-economic status and racial/ethnic backgrounds? Figure 1 presents results addressing the first research question that pertain to the differences between the three groups at the end of pre-K through 5th grade. Figures 2a and 2b inform the second research question and show the effects of the FT and NFT conditions separately for African-American, Hispanic, other minority, and white students. Figures 3a and 3b show the FT and NFT effect estimates separately for the low and high SES subgroups formed based on students' eligibility for FRPL. Figures 4, 5a, 5b, 6a, and 6b inform the 3rd and 4th research questions and show parallel results for the stayers (students who stayed in the original conditions between pre-K and 1st grade). Impacts at the end of 5th grade were statistically significant and considerably larger than impacts in 3rd and 4th grade for both conditions and all subgroups. Tables and figures are appended.

Download or read book History on Trial written by Gary B. Nash and published by Vintage. This book was released on 2000 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: An incisive overview of the current debate over the teaching of history in American schools examines the setting of controversial standards for history education, the integration of multiculturalism and minorities into the curriculum, and ways to make history more relevant to students. Reprint.

Download or read book An Examination of the Effects of Historical Simulations on Student Achievement and Attitude for Students at Bob Jones Academy written by Geof Ericson and published by . This book was released on 2013 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effects of teaching with simulations on achievement and attitude toward the class subject for students in secondary history classes attending Bob Jones Academy. - Statement of the problem.

Download or read book What Effect Does a New Technique in the Teaching of History Have on Twelfth Grade Students at Union High School written by George P. Hendrix and published by . This book was released on 1967 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Effects of a Parent Education Program on Third Grade Arithmetic Achievement Levels written by Thomas A. Mayes and published by . This book was released on 1965 with total page 452 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Student Response Journals on Attitude and Achievement in the United States History Classroom written by Diann Leigh Saylors and published by . This book was released on 1998 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Value of United States History in the Social Studies Curriculum written by Eileen Mandell and published by . This book was released on 1982 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many teachers and administrators feel that the basic "R"s are the foundation of learning - without reading, writing, and arithmetic, a child can never become knowledgable [sic]. What about the child who wants to read a map while riding out of town, who never received this skill in school? How does an adult explain to a child the qualities of a living hero when the child doesn't understand those of the heroes of history? Is it appropriate for a teacher to assume there will be no future politician in her class and therefore,to [sic] begin a writing lesson instead of a lesson on the three branches of government? Social studies, especially the study of United States history, has long been regarded as necessary in our school systems. Educators have been studying new and innovative methods of stimulating interest in the subject long before the 1960's but they always seem to retreat to lectures, memorization of facts, essay exams, and reiteration of concepts. Inquiry-oriented skill development, emphasis on affective type goals, value clarification, the present-to-past approach to the study of history, and the past-to-present approach have all been studied and analysized [sic] and grant money has been awarded to prove the value of United States history in our schools. It was only until recently that social studies was regarded as a fourth requirement in our educational system. What, then, caused the change? Recently,the [sic] school systems have been required to test the third, fifth, and ninth graders on their general academic proficiency. These tests include intelligence, achievement, and aptitude tests which are distributed and completed townwide, statewide, and nationally. Each test is studied individually and as a group to compare the results with established standards. Education, economy, and geography effected the test results and frequently made a comparison inappropiate [sic]. City newspaper headlines often read, "Many fifth graders reading on third grade level." or "Fifty per cent of fifth grade students lack basic math skills needed for Life." What is the reaction? Give more time to those basic skills which the fifth graders need. The problem occurs when the required school day allots an unwavering 350 minutes each day to teach. If more time is to be spent in reading, writing, and arithmetic, then less time must be spent in other areas such as social studies, physical education, music, art, science, and health. Yes, the test scores will be improved in reading and math, but eventually the students will show noticable [sic] weaknesses in their life skills. Should the school system be allowed to decide that education in morals, decision-making, government, foreign affairs, and patriotism is less important than that of phonics, addition, fractions, and questioning techniques? All skills carry appropriate importance in the realm of the children's world but the integration into the schedule bears investigation. It is my purpose, through this paper, to show the importance of all these skills and the method of integrating them into the standard school day. By introducing an interdisciplinary social study curriculum, the basic skills of reading and arithmetic can be taught through the varied use of the social studies curriculum. Skills such as map reading, economics, ecology, location arid acquiring information, critical thinking, communication and many others are as much a part of reading and arithmetic as they are of the social studies curriculum. As Franklin Roosevelt expressed so well, "The only tiding to fear is fear itself." It also holds true among teachers. If teachers could become less fearful of varied topics and methods in the social studies curriculum, a more rounded education would develop. Through educating teachers and others first, the education of the children will follow --

Download or read book The Relationship Between Methods Used to Teach American History and Changes in Attitude and Achievement written by Harold P. Rose and published by . This book was released on 1970 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Participation in the Teaching American History and Student Achievement written by Lesley Lapomardo and published by . This book was released on 2011 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study the relationship between teacher participation in professional development in the Teaching American History Grant (TAH) and student achievement in their coursework in US History I and II as evidenced through district wide common assessments used in each course respectively. Currently educators who instruct students at the primary and secondary level are required to participate in professional development four times a year guided by a lecturer at the collegiate level. Teachers receive instruction on how to make special topics in US History accessible to a variety of students. This federal program pours millions of dollars across the United States to various school districts with the aim of improving student understanding of American History. ...

Download or read book The Ecology of Human Development written by Urie BRONFENBRENNER and published by Harvard University Press. This book was released on 2009-06-30 with total page 349 pages. Available in PDF, EPUB and Kindle. Book excerpt: Here is a book that challenges the very basis of the way psychologists have studied child development. According to Urie Bronfenbrenner, one of the world's foremost developmental psychologists, laboratory studies of the child's behavior sacrifice too much in order to gain experimental control and analytic rigor. Laboratory observations, he argues, too often lead to "the science of the strange behavior of children in strange situations with strange adults for the briefest possible periods of time." To understand the way children actually develop, Bronfenbrenner believes that it will be necessary to observe their behavior in natural settings, while they are interacting with familiar adults over prolonged periods of time. This book offers an important blueprint for constructing such a new and ecologically valid psychology of development. The blueprint includes a complete conceptual framework for analysing the layers of the environment that have a formative influence on the child. This framework is applied to a variety of settings in which children commonly develop, ranging from the pediatric ward to daycare, school, and various family configurations. The result is a rich set of hypotheses about the developmental consequences of various types of environments. Where current research bears on these hypotheses, Bronfenbrenner marshals the data to show how an ecological theory can be tested. Where no relevant data exist, he suggests new and interesting ecological experiments that might be undertaken to resolve current unknowns. Bronfenbrenner's groundbreaking program for reform in developmental psychology is certain to be controversial. His argument flies in the face of standard psychological procedures and challenges psychology to become more relevant to the ways in which children actually develop. It is a challenge psychology can ill-afford to ignore.