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Plugging the school-to-prison pipeline: the impacts of culturally responsive teaching practices
Title
Plugging the school-to-prison pipeline: the impacts of culturally responsive teaching practices.
Creator
Maceda, Cynthia, Baxley, Traci P., Brown, Martha
Date Issued
2013-04-05
PURL
http://purl.flvc.org/fcla/dt/3361117
Subject Headings
Imprisonment, Teaching--Practice, Student-centered learning
Format
Document (PDF)
Effect of a research-based instructional intervention on student learning of the concept of gravity: Immediate and delayed achievement of fourth-grade students
Title
Effect of a research-based instructional intervention on student learning of the concept of gravity: Immediate and delayed achievement of fourth-grade students.
Creator
Kalvaitis, Lee H., Florida Atlantic University, Romance, Nancy
Abstract/Description
The study was designed to determine the effect of an organized, conceptually-oriented set of lessons involving the concept of gravity on the immediate and delayed achievement of fourth-grade students. Two demographically similar schools were selected for the study, with two "Treatment" classes in one school and two "Comparison" classes in the other school. The sample included 91 fourth-grade students in the four classes who were taught the concept of gravity for two weeks involving three 30...
Show moreThe study was designed to determine the effect of an organized, conceptually-oriented set of lessons involving the concept of gravity on the immediate and delayed achievement of fourth-grade students. Two demographically similar schools were selected for the study, with two "Treatment" classes in one school and two "Comparison" classes in the other school. The sample included 91 fourth-grade students in the four classes who were taught the concept of gravity for two weeks involving three 30-minute lessons per week. The Treatment Group teachers taught the concept of gravity using six prepared lessons. Within the same time frame, Comparison Group teachers used the text book as a guide to teach six lessons on gravity. At the end of the two weeks of lessons on gravity, a 20-question posttest was administered to each class. After another three weeks, a delayed posttest was given. Results of the Cronbach's alpha procedure showed that the two tests were reliable and appropriate for use with fourth grade students. Results of a student opinion question concerning how much the students thought they learned about gravity during the two week period showed that the students in the Treatment Group had more positive answers concerning their learning than the Comparison Group students. The ANOVA results confirmed there was no significant interaction between gender, socio-economic status, reading ability, or ethnicity and the treatment. An independent t-test found that the mean differences between the Treatment Group and Comparison Group scores on both the posttest and delayed posttest were large (4.6 and 5.2). The Treatment Group results were higher, which points to a greater retention of the concept of gravity over time by students. Cohen's Effect Size resulted in a large effect for the posttest and delayed posttest (1.8 and 2.3), suggesting that the intervention may have had a significant effect on student learning of the concept of gravity. This study suggested that having well organized, conceptually-oriented instructional lessons may assist the teacher in improving student learning of scientific concepts and aid in the retention of the concepts over time.
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Date Issued
2005
PURL
http://purl.flvc.org/fcla/dt/12157
Subject Headings
Gravity, Fourth grade (Education), Science--Study and teaching, Student-centered learning
Format
Document (PDF)
The effect of student participation in student success skills on the academic behaviors and key learning skills and techniques associated with college-career readiness
Title
The effect of student participation in student success skills on the academic behaviors and key learning skills and techniques associated with college-career readiness.
Creator
Kane, Michael C., Brigman, Greg, Florida Atlantic University, College of Education, Department of Counselor Education
Abstract/Description
The purpose of the current outcome study was to determine the impact of Student Success Skills (SSS) classroom guidance lessons on the Academic Behaviors (motivation, social engagement, self-regulation) and Key Learning Skills and Techniques associated with college-career readiness (CCR) indicators for Grade 5 students (ACT, 2008a; Brigman & Webb, 2012; Conley, 2010; Robbins, Allen, Casillas, Peterson, & Le, 2006). School counselors in the treatment schools were trained in the implementation...
Show moreThe purpose of the current outcome study was to determine the impact of Student Success Skills (SSS) classroom guidance lessons on the Academic Behaviors (motivation, social engagement, self-regulation) and Key Learning Skills and Techniques associated with college-career readiness (CCR) indicators for Grade 5 students (ACT, 2008a; Brigman & Webb, 2012; Conley, 2010; Robbins, Allen, Casillas, Peterson, & Le, 2006). School counselors in the treatment schools were trained in the implementation of the SSS classroom program and subsequently taught the material to Grade 5 students. Comparison school counselors conducted business as usual. The study applied a quasi-experimental pre/post1/post2 design utilizing student self-report instruments (Student Engagement in School Success Skills Survey [SESSS], Motivated Strategies for Learning Questionnaire [MSLQ]), and a teacher survey instrument (Student Participation Questionnaire [SPQ]).
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Date Issued
2015
PURL
http://purl.flvc.org/fau/fd/FA00004448, http://purl.flvc.org/fau/fd/FA00004448
Subject Headings
Achievement in education, College school cooperation, College student development programs, School improvement programs, School to work transition, Student centered learning
Format
Document (PDF)