Behavmodexerpt
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- The document presents research on the effects of positive behavioral classroom management approaches in an ability-grouped 9th grade class. - Data was collected on student behavior incidents and academic achievement before and after implementing the positive behavioral approach. - Results showed reductions in problematic student behavior incidents and improvements or maintenance of academic achievement levels for most students after using the positive behavioral management strategies.
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![Conceptual Framework ,[object Object],Traditional Coercive Discipline Positive Behavioral Approach Classroom Experiences Less incidents/ referrals More incidents/ referrals](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Kinems Embodied Learning Games to increase Skill Development
Dr Jennifer Pankowski from Pace University has made a presentation at EERA conference 2018 about the effect that Kinems Learning Gaming platform has on the development of both academic and non-academic skill sets for students with disabilities. Link: http://www.kinems.com
Raising Standards Performance Review November 2008
The document summarizes discussions from a faculty meeting at Glenn Hills Middle School aimed at raising academic standards. It outlines the school's vision, leadership standards, and data on student performance, retention rates, attendance, discipline issues. Assessment data showed 15% of students made the honor roll while 42% had one or more failing grades. Special education students had higher failure rates than average.
Getting to Know the US Education System
An overview of the US Education System. A presentation by the Oasis International School team.
www.ois.edu.my
Phs carp powerpoint presentation final version
This document summarizes a research project that aimed to determine if explicitly teaching test-taking skills would improve students' abilities on tests. The researchers taught two test-taking strategies - circling key words and rephrasing test questions - to students in various classes over 3-4 weeks. Pre- and post-tests were administered to measure any effects. While some individual classes saw significant improvements, the overall results across all 256 students were not significant, showing the treatment was not clearly effective. Observations found mixed and limited use of the strategies by students. The researchers concluded the study design and data collection needed improvement to better understand any impacts.
Short and sweet
This document summarizes a research project that aimed to determine if explicitly teaching test-taking skills would improve students' abilities on tests. The researchers taught two test-taking strategies - circling key words and rephrasing test questions - to students in various classes over 3-4 weeks. Pre- and post-tests were administered to measure any effects. While some individual classes saw significant improvements, the overall results across all 256 students were not significant, suggesting the strategies may not have reliably improved test performance. Observations found mixed and limited evidence of students using the strategies. The researchers concluded the study design and data collection needed improvement to better evaluate the strategies' effectiveness.
PHS carp
This document summarizes a research project that aimed to determine if explicitly teaching test-taking skills would improve students' abilities on tests. The researchers taught two test-taking strategies - circling key words and rephrasing test questions - to students in various classes over 3-4 weeks. Pre- and post-tests were administered to measure effects. While some individual classes saw significant effects, the overall results across all 256 students were not significant, showing mixed evidence on whether the strategies improved performance or whether students used the strategies taught. The researchers conclude more time and a larger sample size are needed to better evaluate the impacts.
Furtwengler sera 1-7-2013
Presentation at the Southwestern Educational Research Association conference, San Antonio, February 7, 2013.
Using Assessment Data for Educator and Student Growth
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This presentation reviews major topics to be considered when using assessment data in implementing a school's program of educator and student growth and evaluation. By attending this workshop, participants will improve their assessment literacy, learn how to improve student achievement and instructional effectiveness through thoughtful data use, and discuss common issues shared by educators when using data for evaluative purposes.
Tools To Assess The Quality Of The Curriculum
How can we assess the quality of the documented curriculum, the enacted curriculum, the assessed curriculum, and the impact of the curriculum on students? From data analysis, to looking at student work, to power standards, to calibration, to professional learning communities, these tools help us to assess the curriculum.
Mastery learning models ppt
the quality of learning or teaching is examined by degree of learning excellence. style of learning is different at different stages of life. This model deals with how the learer will acheave mastery but in this key role is played by the teacher i.e. the teaching style and the instructions. here the model is explained with different researches conducted.
Progress Monitoring Interpretation
Student Z is a 5th grade Latino male student with a learning disability in reading and math. He was given biweekly progress monitoring assessments in 3rd grade math using an EasyCBM Numbers & Operations probe to track his progress toward his IEP goal of 70% mastery. While his performance varied, his trendline showed only slight progress toward the aimline goal. It is recommended that he continue receiving math intervention focused on fractions using manipulatives and games.
2011Using Data Analytics
The document discusses an institution's efforts to improve success rates for at-risk online students from 2005-2010. It identifies factors that placed students at risk and implemented interventions like tracking student activity and providing personalized outreach. As a result, the percentage of at-risk students completing courses increased by 2% to 84% over three years and the percentage earning a C or higher increased by 2% to 68%. The institution aims to further improve success in core subjects and enhance case management and instructor dashboards.
Guidance And Intentional Update
The school counseling program at Rosa Parks Elementary School conducted classroom lessons on bullying prevention and conflict resolution. Pre- and post-tests showed that students increased their knowledge of bullying, improved attitudes about solving conflicts, and learned strategies for dealing with bullying situations. The counselors also ran small group sessions for 5th graders with behavioral issues, which helped increase pro-social attitudes and skills. Initial data showed decreases in bullying-related discipline referrals and unsatisfactory citizenship marks. The counseling program aims to further improve student behavior and academic performance through ongoing guidance lessons and data tracking.
Impact Of Diagnostic Test For Enhancing Student Learning At Elementary Level
This document outlines a research study on the impact of diagnostic tests in enhancing students' learning. It discusses how diagnostic tests can identify students' strengths and weaknesses in order to provide targeted support. The study aims to examine student performance, evaluate new data compared to previous results, and investigate the positive effects of diagnostic testing on learning. Key points include that diagnostic tests assess students' prior knowledge before instruction, allow teachers to individualize lessons, and create a baseline for measuring future learning. The characteristics, process, and theoretical framework involving diagnostic tests are also reviewed.
Research on Teacher Practices with Talented Readers
Teachers provided little challenging instruction to talented readers, instead giving them work that was too easy. The study examined whether teachers could be taught to provide more advanced reading strategy instruction to students of differing ability levels. It found that teachers using the SEM-R method asked more higher-level questions and had students read more minutes than control teachers. SEM-R teachers used similar higher-level strategies like inference-making with students of all ability levels, but may need more training to adequately challenge talented readers.
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Behavmodexerpt
- 1. Classroom Management in Grade 9 Ability Grouped Class Models and Application Presented by Gene Holmes A poster presentation submitted in partial fulfillment of the requirements for the degree of 6th Year Certificate in Advanced Graduate Studies Sacred Heart University Education Department Administrative Leadership Program EDL 691 Thesis Seminar
- 3. Methodology Table 1: Participants’ Characteristics prior to study *Letter grades are used for MP2 (second marking period) **Racial categories b= Black, h=Hispanic, w= white ***Student opted out of study ^has IEP y=yes, n= no # # MP2 referrals = number ODR student received in second marking period
- 4. Methodology Figure 2 Comparison of Racial Make Up Participants vs. North East Region of U.S. Students Source: NCES, 2006 Source: Holmes, 2007
- 5. Results -Behavioral Figure 3 The Total Numbers of Problematic Behavioral Incidents for Individual Participants During the Pre-Test and Post-Tes t
- 6. Results -Academic Table 1 Comparison of Participants’ Academic Achievement Pre and Post-Test Most students improved or remained the same during the study. 3 students made significant improvements 10% or more 1 student had dropped in grades. 83% 80% Mean 86% 86% student 20 89% 46% student 16 81% 87% student 14 89% 87% student 13 86% 85% student 11 79% 61% student 10 92% 90% student 9 86% 90% student 8 81% 83% student 7 61% 82% student 6 67% 62% student 5 97% 88% student 4 96% 99% student 2 73% 78% student 1 Post Grade Pre Grade