Download or read book A Comparative Study of the Effects of Computer Assisted Instruction Versus Traditional Instruction on Selected Third Grade Students Reading Achievement written by Becky Jenkins and published by . This book was released on 1991 with total page 31 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study of the Effectiveness of Computer Assisted Instruction Versus Traditional Instruction on Mathematical Achievement of Selected Second Grades written by Honey Goodin and published by . This book was released on 1992 with total page 32 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 1997 with total page 806 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Download or read book A Comparison of Reading Achievement Between Computer assisted Instruction and Traditional Instruction written by Mami Osaki McCraw and published by . This book was released on 1999 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1280 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 1996-07 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Differentiating Instruction for At Risk Students written by Dunn, Rita Stafford and published by R&L Education. This book was released on 2009-01-16 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: No single approach to teaching is effective with all children; each helps those with identified learning-style strengths to increase their knowledge base within the first three or four months of classroom use. Some learners will want to continue using a single method; others will prefer a variety of approaches. When the activities described herein are introduced to students whose learning styles they match, most will demonstrate strong abilities to learn and remember new and difficult content within the first four months of beginning—if not earlier. This book is written to prevent more children from becoming at risk and to help those who already have fallen behind their classmates and do not enjoy school. Each chapter describes different instructional strategies, a summary chart shows how to match at-risk learners with the specific approach most likely to substantially increase their academic achievement. These instructional approaches are designed to engage youngsters in action-oriented activities that gradually increase cognition and help children to internalize and retain what they are taught. Applications of these instructional strategies are suggested for increasing performance in literacy, mathematics, science, and social studies.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1990 with total page 768 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Catalog of Copyright Entries Third Series written by Library of Congress. Copyright Office and published by Copyright Office, Library of Congress. This book was released on 1975 with total page 1760 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison of the Effects of Computer assisted Instruction Interactive Video and Traditional Instruction on Third grade Students in Art Education written by Deborah Brown Reeve and published by . This book was released on 1988 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Technology based Instruction Versus Traditional Instruction on Reading Achievement Math Achievement and Attitude of Third Grade Students written by Amelia Schultz Brock and published by . This book was released on 2008 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Computer Assisted Traditional Instruction written by Debby Bader and published by . This book was released on 1987 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Title Index ERIC ED Accessions File written by ERIC Processing and Reference Facility and published by . This book was released on 1966 with total page 680 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study of the Effects of Computer assisted Instruction on General Educational Development Test Achievement written by Helen Patrice Longstreet and published by . This book was released on 1989 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Investigation of the Effects of Computer Assisted Instruction Upon Reading Performance of Selected 3rd Grade Students written by Judy Larae O'Quinn Fletcher and published by . This book was released on 1999 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book For the Learning of Mathematics written by and published by . This book was released on 1982 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Computer assisted Instruction on Ninth and Tenth grade Students written by Melanie May McNeely and published by . This book was released on 2014 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: With over 60 years of education reform, including the National Defense Education Act (NDEA) in 1958, Individuals with Disabilities Education Act (IDEA) in 1975, and No Child Left Behind (NCLB) in 2002, the achievement gap still existed at the beginning of the 21st century, and the effectiveness of the U.S. public school system continued to be questioned. This study was conducted to examine the effect of the use of a computer-assisted instruction curriculum, Achieve 3000®, among select secondary reading students in a central Florida school district and their implications for student achievement. This study showed significant difference existed in the type of students rather than the reading program. The ANCOVA performed on all students and the ANOVAs performed for exceptional education students, males and females, free/reduced lunch and ethnic subgroups did not show a significant statistical difference in the 2012-2013 reading achievement scores. The Achieve 3000® reading program did not close the achievement gap any more than the non-Achieve 3000® reading program. Conversely, the ANOVA performed for English language learners did show a significant statistical difference between the 2012-2013 reading achievement scores. However, the effect size each question was small indicating the practical implication was also small. Ultimately, this study made a strong argument for the need for further research.
