Download or read book Perceptions of the Effects of Looping on Student Achievement and School Attitude written by Sheryl Joy Grever and published by . This book was released on 1999 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Looping on Student Achievement written by Randa Grayson Gregorio and published by . This book was released on 2009 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Reading and Mathematics Achievement written by and published by . This book was released on 1997 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Looping on Student Achievement and Self efficacy of Exceptional Education Students written by Marybeth Thomas and published by . This book was released on 2005 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results indicated no statistically significant difference between the experimental and control groups on measures of achievement in reading and math. Additionally, no statistically significant difference was found between the groups on measures of self-efficacy. However, moderate and statistically significant relationships were found between self-efficacy scores and reading and math development, respectively. The findings of this study indicate further research may be warranted to explore the benefits of looping in providing a more positive environment for students’ emotional growth.
Download or read book The Effects of Looping on the Academic Achievement of Elementary School Students written by Marti Knapp and published by . This book was released on 2005 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Looping on the Academic Achievement of Elementary School Students written by Vada S. Bogart and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the academic achievement of students in looping programs from school systems in East Tennessee to their peers in traditional one-year instructional programs. Looping is defined as any program design that perpetuates a cohesive student group with the same teacher for more than one year. The study included all students who had completed fourth grade in 2001 at every school in East Tennessee that implemented a third/fourth grade looping design. Student scores reported for 1999, 2000, and 2001 on the TerraNova Standardized Achievement Test were obtained from individual student records. Comparisons were made on the Total Reading, Total Language, Total Math, and Total Battery scores. Differences between program design groups (looping and traditional) on "pre-looping" second grade (1999) scores were assessed using t-tests for two independent groups. Two-way Analysis of Covariance (ANCOVA), was used to examine the main effects of program design and student gender on 2000 and 2001 test scores, along with program design x gender interactions, while controlling for prior test score differences. The findings suggested that students in looping classrooms benefited academically by remaining with the same teacher and classmates for two successive years. Significant main effects were detected for program design in first year comparisons, as indicated by significantly higher scores on all four subtests. Scores for those in the looping classrooms remained significantly higher in second year comparisons on each subtest, except Total Language, even after controlling for third grade (2000) test scores. Significant main effects for gender were detected after the first year of participation in each design. This included significantly higher Total Language and Total Battery scores for female participants. No significant differences by gender were detected when scores were compared on the four subtests at the end of the two-year cycle. A program design x gender interaction was detected at the end of the first year. This interaction showed that female participants in looping classrooms showed higher Total Math achievement. A program design x gender interaction also occurred after the second year where male participants in the looping classrooms obtained higher Total Language scores.
Download or read book The Impact of Looping Practices on Student Achievement at a Minnesota Inner City Elementary School written by Carole Margaret Caauwe and published by . This book was released on 2010 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study whose purpose was to determine if the practice of classroom looping (where a teacher moves with a class from one grade to the next, while the teacher previously teaching the higher class cycles to pick up a new class) affected the academic achievement scores at a Minnesota inner-city elementary school. Reading and math academic achievement score comparisons were used, based on the Stanford Achievement Test Series 10 (SAT10). The target population consisted of 38 students from looping classrooms at School A,and 33 students from non-looping classrooms at School B. Looping students had been with the same teacher for two consecutive years. Non-looping students, in traditional one-year classrooms, had attended School B for two years. Fifth-grade examination scores from the spring of 2005 were compared with gains made on the sixth-grade examination scores from the spring of 2006. Academic progress in reading and math was measured for these students through causal-comparative regression analysis. The results of this study indicated no statistically significant academic difference in reading levels between looping and non-looping students. Because of the small sample size, a Type II error may be a possibility; a longer and larger study would need to determine the accuracy of these results. The study's results did, however, indicate a statistically significant academic difference in math gain scores between looping and non-looping students.
Download or read book The Effects of Looping on Academic Achievement and Attendance of Elementary School Students written by Karen A. White and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Looping on Academic Achievement written by Iguana Cansler Leftwich and published by . This book was released on 2005 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Teacher Looping on Student Achievement in Primary School written by Yazhuo Chen and published by . This book was released on 2016 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Download or read book Using Technology with Classroom Instruction That Works written by Howard Pitler and published by ASCD. This book was released on 2012-08-02 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: Technology is ubiquitous, and its potential to transform learning is immense. The first edition of Using Technology with Classroom Instruction That Works answered some vital questions about 21st century teaching and learning: What are the best ways to incorporate technology into the curriculum? What kinds of technology will best support particular learning tasks and objectives? How does a teacher ensure that technology use will enhance instruction rather than distract from it? This revised and updated second edition of that best-selling book provides fresh answers to these critical questions, taking into account the enormous technological advances that have occurred since the first edition was published, including the proliferation of social networks, mobile devices, and web-based multimedia tools. It also builds on the up-to-date research and instructional planning framework featured in the new edition of Classroom Instruction That Works, outlining the most appropriate technology applications and resources for all nine categories of effective instructional strategies: * Setting objectives and providing feedback * Reinforcing effort and providing recognition * Cooperative learning * Cues, questions, and advance organizers * Nonlinguistic representations * Summarizing and note taking * Assigning homework and providing practice * Identifying similarities and differences * Generating and testing hypotheses Each strategy-focused chapter features examples—across grade levels and subject areas, and drawn from real-life lesson plans and projects—of teachers integrating relevant technology in the classroom in ways that are engaging and inspiring to students. The authors also recommend dozens of word processing applications, spreadsheet generators, educational games, data collection tools, and online resources that can help make lessons more fun, more challenging, and—most of all—more effective.
Download or read book The Impact of Looping on Student Academic Achievement written by Brianna Clegg and published by . This book was released on 2013 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Looping on Student Achievement in High Performing Schools written by Nicole Horton Holmes and published by . This book was released on 2008 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: A level of urgency is evident in the creation of mandates such as the NCLB Act (2001), which require school districts to identify methods to increase achievement. The purpose of this study was to determine if building relationships and trust between student, teacher and parent would impact achievement. The research questions focused on looping, (promoting to the next grade with the same teacher) and the impact on student achievement in high-performing schools as measured by reading and mathematics scores from the GCRCT. The CogAT was utilized to control for intellectual functioning when comparing students in looping and nonlooping classes. The covariate CogAT was significantly related to reading achievement on the GCRCT (F = 6.279, p = .013) but was not significantly related to mathematics ( F = 2.016, p = .157). The results of the MANCOVA indicated that there is not a significant effect (lambda = .999, F = .058, p > .05) GCRCT test scores when controlling for student ability (CogAT), grade level and grade level/looping interaction effects in reading and mathematics. The multivariate interaction effect of looping and grade level on achievement was not statistically significant (lambda = .999, F = .058, p > .05). This study included a total of 228 students from a (K--4) suburban elementary school in the Southeast. Also included were perceptions of looping from 6 teachers. Teacher surveys reflected support for looping as a means of building relationships and providing additional academic support. Although student achievement was not significant in this study, the implication for social change through looping is aimed at providing a learning environment that can assist with bridging the gap and minimizing barriers, which often result in disenfranchisement between home and school.
Download or read book Teachers Attitudes and Perceptions of Looping and the Effect of Looping on Students Academic Achievement written by Vera Williams-Wright and published by . This book was released on 2013 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: The results of student scores on the 2010 and 2011 Mississippi Curriculum Test, Second Edition (MCT2), from six Mississippi elementary schools in grades three through five, were analyzed to determine the impact of looping on academic achievement in mathematics and language arts. The teachers were surveyed to determine their perceptions of looping in regard to instructional effectiveness, relationships, and parental involvement.
Download or read book Focus on the Wonder Years written by Jaana Juvonen and published by Rand Corporation. This book was released on 2004-03-25 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
Download or read book Engaging Schools written by Institute of Medicine and published by National Academies Press. This book was released on 2003-12-21 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt: When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a recent MetLife survey, 89 percent of the low-income students claimed "I really want to learn" applied to them. What is it about the school environmentâ€"pedagogy, curriculum, climate, organizationâ€"that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents' attitudes towards learning? Engaging Schools reviews current research on what shapes adolescents' school engagement and motivation to learnâ€"including new findings on students' sense of belongingâ€"and looks at ways these can be used to reform urban high schools. This book discusses what changes hold the greatest promise for increasing students' motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools, classrooms, and out-of-school programs that have proved successful in getting high school kids excited about learning are also included.
