Greene J., & Kritsonis, W.A. A Snap Shot Investigation of the Academic Achievement of Low Achieving Kindergarten Students Enrolled in an Extended Day Enrichment
Greene, J., & Kritsonis, W.A. A Snap Shot Investigation of the Academic Achievement of Low Achieving Kindergarten Students Enrolled in an Extended Day Enrichment
Program, National FORUM of Applied Educational Research Journal, Volume 23, Number 3, 2010
Addressing student variability in educational designAlan Bruce
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The role and fuction of Universal Design for Learning as a technique in cereating more inclusive learning systems at a time of change for schools and teachers. Presented at ODS Summer School in Marathon, Greece on 15 July 2014
STUDY HABITS AND ACADEMIC ACHIEVEMENT OF NINTH STANDARD STUDENTSThiyagu K
Â
The main aim of the study is to find out the relationship between the study habits and academic achievement of ninth standard students. Survey method is employed for this study. The investigator has randomly chosen 210 ninth standard students for the study. The investigator has used the standardized tool for the study habits variable. The investigator has used the some of the statistical calculation for analyzing the data. The findings of the study are (1) there is no significant difference in the mean scores of study habits of ninth standard students with respect to their gender, locality and residency. And there is significant difference in the mean scores of study habits of ninth standard students with respect to their type of school. There is significant difference in the mean scores of academic achievement of ninth standard students with respect to their locality, type of management and residency. There is no significant relationship between study habits and academic achievement of ninth standard students with respect to their gender, locality and residency.
SRI Research Study on Project-Based Inquiry Science Curriculum (June 2014)IT'S ABOUT TIMEÂŽ
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New NSF-backed, Independent Research Study Shows Project-Based Inquiry Curriculum Materials Has a Positive Effect on How Students Learn Science and on Leveling the STEM Playing Field.
NSF-backed study is the first to examine use by middle-school teachers and students of science curriculum aligned with the new Framework for K-12 Science Education and Next Generation Science Standards. The study used an NGSS-aligned curriculum called Project-Based Inquiry Science⢠published by ITâS ABOUT TIMEÂŽ.
The most profound finding to come out of the study indicates that students taught using project-based inquiry curriculum aligned with Next Generation Science Standards (NGSS) substantially outperformed students taught using a traditional science curriculum. The results of the research have broad-reaching implications for the entire education spectrum â from classroom and student engagement, to teacher Professional Development, to education policies at the state and national level.
The independent, randomized controlled study conducted by SRI International*, compared the impact of the research-based, NGSS-aligned curriculum called Project-based Inquiry Science⢠(âPBISâ), published by ITâS ABOUT TIMEÂŽ (âIATâ), to traditional science curriculum materials for middle-school students in a large and diverse urban school district. The study focused on two areas of science: earth science (processes that shape the Earthâs surface) and physical science (energy).
3 Big Takeaways
1. Success: Students taught using the Project-based Inquiry Science curriculum materials outperformed students who were taught using standard science curriculum materials.
2. The Great Equalizer: Project-based Inquiry Science curriculum can help close the learning gaps among students of underrepresented demographics in STEM fields and level the field between girls and boys.
3. Teacher/Student Engagement Increases: The study shows that PBIS teachers in the study (who were all new to the curriculum) were more likely to engage their students.
Addressing student variability in educational designAlan Bruce
Â
The role and fuction of Universal Design for Learning as a technique in cereating more inclusive learning systems at a time of change for schools and teachers. Presented at ODS Summer School in Marathon, Greece on 15 July 2014
STUDY HABITS AND ACADEMIC ACHIEVEMENT OF NINTH STANDARD STUDENTSThiyagu K
Â
The main aim of the study is to find out the relationship between the study habits and academic achievement of ninth standard students. Survey method is employed for this study. The investigator has randomly chosen 210 ninth standard students for the study. The investigator has used the standardized tool for the study habits variable. The investigator has used the some of the statistical calculation for analyzing the data. The findings of the study are (1) there is no significant difference in the mean scores of study habits of ninth standard students with respect to their gender, locality and residency. And there is significant difference in the mean scores of study habits of ninth standard students with respect to their type of school. There is significant difference in the mean scores of academic achievement of ninth standard students with respect to their locality, type of management and residency. There is no significant relationship between study habits and academic achievement of ninth standard students with respect to their gender, locality and residency.
SRI Research Study on Project-Based Inquiry Science Curriculum (June 2014)IT'S ABOUT TIMEÂŽ
Â
New NSF-backed, Independent Research Study Shows Project-Based Inquiry Curriculum Materials Has a Positive Effect on How Students Learn Science and on Leveling the STEM Playing Field.
NSF-backed study is the first to examine use by middle-school teachers and students of science curriculum aligned with the new Framework for K-12 Science Education and Next Generation Science Standards. The study used an NGSS-aligned curriculum called Project-Based Inquiry Science⢠published by ITâS ABOUT TIMEÂŽ.
The most profound finding to come out of the study indicates that students taught using project-based inquiry curriculum aligned with Next Generation Science Standards (NGSS) substantially outperformed students taught using a traditional science curriculum. The results of the research have broad-reaching implications for the entire education spectrum â from classroom and student engagement, to teacher Professional Development, to education policies at the state and national level.
The independent, randomized controlled study conducted by SRI International*, compared the impact of the research-based, NGSS-aligned curriculum called Project-based Inquiry Science⢠(âPBISâ), published by ITâS ABOUT TIMEÂŽ (âIATâ), to traditional science curriculum materials for middle-school students in a large and diverse urban school district. The study focused on two areas of science: earth science (processes that shape the Earthâs surface) and physical science (energy).
3 Big Takeaways
1. Success: Students taught using the Project-based Inquiry Science curriculum materials outperformed students who were taught using standard science curriculum materials.
2. The Great Equalizer: Project-based Inquiry Science curriculum can help close the learning gaps among students of underrepresented demographics in STEM fields and level the field between girls and boys.
3. Teacher/Student Engagement Increases: The study shows that PBIS teachers in the study (who were all new to the curriculum) were more likely to engage their students.
SHS Thesis ICT- âTHE IMPACT OF THE AUDIOVISUAL AIDS (MICROSOFT POWER POINT PR...JohnPhillipMedina
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Qualitative Research
Part 1 of the Research Paper;
âTHE IMPACT OF THE AUDIOVISUAL AIDS (MICROSOFT POWER POINT PRESENTATION)ON THE TEACHING LEARNING PROCESS OF SENIOR HIGH SCHOOL STUDENTS OF COLLEGE FOR RESEARCH AND TECHNOLOGY OF CABANATUAN CITY, NUEVA ECIJA FOR THE ACADEMIC YEAR 2016-2017â
-Research Adviser Mark Francisco
- John Phillip M. Medina
This is an abstract of my thesis entitled "Critical Analysis of Student Nursing Care Plans in the Different Nursing Schools in Dagupan City". This study was created because my eager curiosity on how do our nurse educators evaluate the nursing care plans of the students,
READING COMPREHENSION AND PROBLEM SOLVING SKILLS OF GRADE SEVENSTUDENTS: A MI...AJHSSR Journal
Â
ABSTRACT: The purpose of this study was to determine the relationship between the extent of studentsâ
reading comprehension and problem solving skills and identify teaching strategies that would address the
problem in teaching problem solving in Mathematics. The research utilized mixed explanatory design. The
subject consists of 189 grade 7 students who were part of the general section enrolled at Davao City National
High School. Purposive sampling was used in identifying the respondents taking the reading comprehension test
and problem solving test while random sampling was used in identifying participants for the key informant
interview. The result of the study revealed that students reading comprehension and problem solving skills were
at developing level. Moreover, reading comprehension skill was a predictor of problem solving skill. This
means that studentsâ problem solving skill is dependent on their reading skills. Results also showed from the
conducted focus group discussion that students gave importance to vocabulary and main idea in learning
problem solving. Furthermore, using differentiated instruction was the identified best teaching strategy to
understand problem solving.
Influence of School Rules' Formulation on Students' Discipline in Public Seco...inventionjournals
Â
Since independence, the Kenyan Government's desire has been to ensure quality education. However, learning institutions have been plagued with cases of studentsâ unrest and indiscipline which mitigate against quality education. In spite of the existence of school rules, many secondary schools are reporting a wide range of potentially disruptive behaviors in the classrooms and around the schools. This study sought to investigate the influence of school rules' formulation on students' discipline in public secondary schools in Makueni County. It was guided by four research objectives which were: to determine the influence of students' involvement in the process of formulating school rules on their discipline, to find out whether students know all their school rules and the influence on their discipline, to establish whether students like their school rules and the influence on their discipline and to determine the influence of shared goals and plans on students' discipline in public secondary schools in Makueni County. The study targeted 324 principals, 3,865 teachers and 97,200 students in public secondary schools in Makueni County, and employed descriptive survey design. The sample size of the study, which was obtained by stratified and simple random sampling procedures, was 100 principals, 387 teachers and 398 students who participated in the study. Questionnaire, interview guide and observation schedule research instruments were utilized for the study. Test-retest technique of reliability was used to affirm the reliability of the instruments. The reliability coefficient of the instruments was 0.675 for questionnaire for students and 0.748 for questionnaire for the teachers. Data was analyzed using descriptive and inferential statistics and presented in frequency tables. Pearson Product Moment Correlation Coefficient was used to test the hypothesis. From the data analysis, it was found out that the processes of formulation of school rules and regulations had significant positive relationship at r=+0.612, p=0.030 with levels of students' discipline in public secondary schools in Makueni County. The researcher recommended that principals in public secondary school in Makueni County should actively involve students in the process of formulation of school rules and regulations, so as to enhance studentsâ discipline.
Dissertation Chair Dr. William Allan Kritsonis & Steven Norfleetguestfa49ec
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Dr. William Allan Kritsonis & Steven Norfleet
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of âAmericaâs Best Colleges.â
SHS Thesis ICT- âTHE IMPACT OF THE AUDIOVISUAL AIDS (MICROSOFT POWER POINT PR...JohnPhillipMedina
Â
Qualitative Research
Part 1 of the Research Paper;
âTHE IMPACT OF THE AUDIOVISUAL AIDS (MICROSOFT POWER POINT PRESENTATION)ON THE TEACHING LEARNING PROCESS OF SENIOR HIGH SCHOOL STUDENTS OF COLLEGE FOR RESEARCH AND TECHNOLOGY OF CABANATUAN CITY, NUEVA ECIJA FOR THE ACADEMIC YEAR 2016-2017â
-Research Adviser Mark Francisco
- John Phillip M. Medina
This is an abstract of my thesis entitled "Critical Analysis of Student Nursing Care Plans in the Different Nursing Schools in Dagupan City". This study was created because my eager curiosity on how do our nurse educators evaluate the nursing care plans of the students,
READING COMPREHENSION AND PROBLEM SOLVING SKILLS OF GRADE SEVENSTUDENTS: A MI...AJHSSR Journal
Â
ABSTRACT: The purpose of this study was to determine the relationship between the extent of studentsâ
reading comprehension and problem solving skills and identify teaching strategies that would address the
problem in teaching problem solving in Mathematics. The research utilized mixed explanatory design. The
subject consists of 189 grade 7 students who were part of the general section enrolled at Davao City National
High School. Purposive sampling was used in identifying the respondents taking the reading comprehension test
and problem solving test while random sampling was used in identifying participants for the key informant
interview. The result of the study revealed that students reading comprehension and problem solving skills were
at developing level. Moreover, reading comprehension skill was a predictor of problem solving skill. This
means that studentsâ problem solving skill is dependent on their reading skills. Results also showed from the
conducted focus group discussion that students gave importance to vocabulary and main idea in learning
problem solving. Furthermore, using differentiated instruction was the identified best teaching strategy to
understand problem solving.
Influence of School Rules' Formulation on Students' Discipline in Public Seco...inventionjournals
Â
Since independence, the Kenyan Government's desire has been to ensure quality education. However, learning institutions have been plagued with cases of studentsâ unrest and indiscipline which mitigate against quality education. In spite of the existence of school rules, many secondary schools are reporting a wide range of potentially disruptive behaviors in the classrooms and around the schools. This study sought to investigate the influence of school rules' formulation on students' discipline in public secondary schools in Makueni County. It was guided by four research objectives which were: to determine the influence of students' involvement in the process of formulating school rules on their discipline, to find out whether students know all their school rules and the influence on their discipline, to establish whether students like their school rules and the influence on their discipline and to determine the influence of shared goals and plans on students' discipline in public secondary schools in Makueni County. The study targeted 324 principals, 3,865 teachers and 97,200 students in public secondary schools in Makueni County, and employed descriptive survey design. The sample size of the study, which was obtained by stratified and simple random sampling procedures, was 100 principals, 387 teachers and 398 students who participated in the study. Questionnaire, interview guide and observation schedule research instruments were utilized for the study. Test-retest technique of reliability was used to affirm the reliability of the instruments. The reliability coefficient of the instruments was 0.675 for questionnaire for students and 0.748 for questionnaire for the teachers. Data was analyzed using descriptive and inferential statistics and presented in frequency tables. Pearson Product Moment Correlation Coefficient was used to test the hypothesis. From the data analysis, it was found out that the processes of formulation of school rules and regulations had significant positive relationship at r=+0.612, p=0.030 with levels of students' discipline in public secondary schools in Makueni County. The researcher recommended that principals in public secondary school in Makueni County should actively involve students in the process of formulation of school rules and regulations, so as to enhance studentsâ discipline.
Dissertation Chair Dr. William Allan Kritsonis & Steven Norfleetguestfa49ec
Â
Dr. William Allan Kritsonis & Steven Norfleet
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of âAmericaâs Best Colleges.â
Dr. William Allan Kritsonis & Steven Norfleetguestfa49ec
Â
Dr. William Allan Kritsonis & Steven Norfleet
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of âAmericaâs Best Colleges.â
Dr. William Kritsonis, National FORUM Journalsguestfa49ec
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In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of âAmericaâs Best Colleges.â
Similar to Greene J., & Kritsonis, W.A. A Snap Shot Investigation of the Academic Achievement of Low Achieving Kindergarten Students Enrolled in an Extended Day Enrichment
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Dr. William Allan Kritsonis, PhD - Editor-in-Chief, NATIONAL FORUM JOURNALS (Established 1982). Dr. Kritsonis earned his PhD from The University of Iowa, Iowa City, Iowa; M.Ed., Seattle Pacific University; Seattle, Washington; BA Central Washington University, Ellensburg, Washington. He was also named as the Distinguished Alumnus for the College of Education and Professional Studies at Central Washington University.
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K martin - Assignment 2 Hot Topic - Article reviewKim Martin
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Differentiated instruction using tiered lessons in inorganic chemistryPremier Publishers
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The paradigm shift in teaching and learning strategies has been a great challenge to every educator at present. The modern approach to teaching is utilized in order to prepare students to meet the needs of every industry in the global context. As a part of the change, this study utilizes Differentiated Instruction using the Tiered as a methodological approach to learning. It determined the performance of the students on several measures and tested for the significant difference between the scores of the two groups. The respondents of this study were BS in Fisheries students from Don Mariano Marcos Memorial State University-South La Union Campus. Two groups were randomly chosen, assigned as experimental group (N=30) and control group (N=30), and were matched according to their IQ. Pre-test, posttest, chapter test, and rubric-assessed outputs were used to assess the respondentsâ performance. Frequency count, percentage, mean and t-test were employed to treat the data. The findings of the study showed significant improvement on the performance of the two groups in their posttest, chapter test, and in the outputs. The experimental group, however, performed better than the control group in the different performance measure. This implies that Differentiated instruction using Tiered Learning is an effective approach in the teaching and learning of Chemistry.
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Greene J., & Kritsonis, W.A. A Snap Shot Investigation of the Academic Achievement of Low Achieving Kindergarten Students Enrolled in an Extended Day Enrichment
1. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
VOLUME 23, NUMBER 3, 2010
1
A Snap Shot Investigation of the Academic
Achievement of Low Achieving Kindergarten Students
Enrolled in an Extended Day Enrichment Program
Jalanda Greene, M.Ed.
Teacher
Spring Independent School District
Spring, Texas
William Allan Kritsonis, PhD
Professor and Faculty Mentor
Whitlowe R. Green College of Education
Prairie View A&M University
Prairie View, Texas
Member of the Texas A&M University System
Visiting Lecturer
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus
Central Washington University
College of Educational and Professional Studies
ABSTRACT
The purpose of this snap shot investigation was to study the academic achievement
of low achieving Kindergarten students enrolled in an extended day enrichment
program as compared to Kindergarten low achieving students not attending
extended day enrichment program. The difference in test performance was not
significant. However, based on the results of the study, the researchers concluded
that students who attended extended day enrichment classes performed better. It
may be inferred that the additional enrichment was helpful.
Introduction
One concern for teachers today is the failure and retention rate of children in
education within the public school system. Teachers are using more creative ways of
teaching as well as other tools to capture the studentâs attention and make learning fun
2. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
2_____________________________________________________________________________________
and exciting. In spite of the attempts made by teachers, there are still some students who
need that extra special attention to advance and be successful. These are students who for
some reason do not catch on as fast as others in the classroom. To combat this problem
many public schools have implemented a program called Extended Day Enrichment.
This program is designed to meet the needs of those students who need that extra
assistance with the skills that are taught in the classroom.
Hypothesis
Low achieving kindergarten students enrolled in an Extended Day Enrichment
program will show significantly higher gains in academic achievement than low
achievers kindergarten students not enrolled in extended day enrichment.
Purpose of the Study
The purpose of this study was to investigate the academic achievement of low
achieving Kindergarten students enrolled in an extended day enrichment program as
compared to Kindergarten low achieving students not attending extended day enrichment
program.
Research Question
Do low achieving students in extended day show significantly gains in
achievement as compared to low achieving students who are not enrolled in extended day
services?
Review of Related Literature
Educating the student classified as at-risk is a growing concerning for educators.
There is no exact definition of what constitutes an at risk youth. There are many
definitions. Most definitions refer to potential high school dropouts and do not define at-
risk elementary school students. McCann and Austin (2002) have defined at-risk
students with respect to three characteristics:
1) Students who are not achieving the goals of education;
2) Studentâs who exhibit behavior problems that interfere with attaining an
education, and
3) Students whose family background characteristics may place them at risk.
Extended Day enrichment on the elementary level is one strategy of intervention
to decrease the school failure rate. Title 1 of the education consolidation and
3. JALANDA GREENE AND WILLIAN ALLAN KRITSONIS
_____________________________________________________________________________________3
Improvement Act provide for enrichment in reading, math and language arts (Webb,
Metha, Jordon 2001). Since 1981 this act has provided school districts with
supplementary services funds for more than five million low-achieving students. Schools
have utilized pull-out programs to serve this population, but the provisions of the current
legislation, the Hawkins-Stafford School Improvement Amendment of 1988 allow
schools with an enrollment of 75 percent low-income students to use title one funds.
Title 1 funds create projects for improving programs in public education.
Administrators suggest that Title 1 funds might be better used to purchase add-on
services that increase the amount of time students spend in basic skills instruction. By
placing Title 1 instruction outside the regular school day, this not only adds to
instructional time, but also prevents students from missing instruction in other academic
subject areas.
Methodology
The study utilized a qualitative research approach. This research methodology
included direct observations as the primary data method of collection.
Subjects of the Study
At the time of the study, Thurgood Marshall Elementary Magnet School had a
total enrollment of 1071 students. The school has two grade levels, Pre-kindergarten and
Kindergarten. There are 540 Kindergarten students and 531 Pre-Kindergarten students.
The ethnicity of the studentâs population at Thurgood Marshall is 90 percent African
American, 9 percent Hispanic, and 1 percent Caucasian. There are eighty seven
Kindergarten students enrolled in extended day enrichment. The sample size of this
project was taken from 87 students enrolled in extended day enrichment classes. The
sample size consists of 30 students divided into two groups. Group A included 15
kindergarten low achieving students who attended extended day enrichment after school
for an hour and a half a day for four days a week. Group B includes 15 low achieving
kindergarten students who were recommended but did not attend. Ages of the students in
both groups range from 5.5 to 6.6. All of the students in the study were African
American.
Procedure
Data for this study was secured from student scores in the areas of Vocabulary,
Listening, Language, Mathematics and Word Analysis on the Iowa Test of Basic Skills
Scores were recorded for each student in all five areas of the test. The average of the test
scores for the students who attended extended day enrichment classes (group A) was
67.33. The average of the test scores for the students who did not attend extended day
enrichment (group B) was 57.49.
4. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
4_____________________________________________________________________________________
Analysis of Data
The composite scores were derived at by adding the scores for all students in the
group for each subject area of the test. Once a total was derived, it was divided by the
number of students. This same procedure was followed for both groups. Students in
group A scored a composite score of 73.2 in Vocabulary, 63 in Listening, 57.4 in
Language, 67.9 in Mathematics and 75 in Word Analysis. Students in group B scored
66.4 in Vocabulary, 52.6 in Listening, 49.8 in Language, 57.8 in Mathematics and 57.4 in
Word Analysis. The students who attended extended day enrichment classes (group A)
scored higher in all areas of the test as compared to the students who did not attend
extended day enrichment (group B). Although the students in group A scored higher than
students in group B, the difference was not considered significant by the researchers. The
percentage difference in performance was 8%, the researchers believe if the difference
was 10% or higher, it would represent a significant difference.
Concluding Remarks
In conclusion, the difference in test performance was not significant. However,
since the students who attended extended day enrichment classes performed better, it may
be inferred that the additional enrichment was helpful.