scholarly journals Why Teachers Select Specific Literacy Assignments and Students' Reactions to Them

1993 ◽  
Vol 25 (1) ◽  
pp. 69-95 ◽  
Author(s):  
Samuel D. Miller ◽  
Treana Adkins ◽  
Mary Louise Hooper
Keyword(s):  
School Improvement ◽  
Elementary Teachers ◽  
Language Arts ◽  
Student Learning ◽  
Test Scores ◽  
Fourth Grade ◽  
Achievement Test ◽  
Extrinsic Rewards ◽  
Language Arts Instruction ◽  
Student Interviews

This study evaluated the literacy assignments elementary teachers use in their reading and language arts instruction, the reasons why they use a particular assignment, and how students react to different assignments. The project was initiated by teachers (three third-grade and three fourth-grade) and their principal because they believed students failed to see how various reading and language arts skills were related to one another, had difficulties applying such skills whenever they had to read or write lengthy prose, and did not want to complete assignments unless they received extrinsic rewards. Furthermore, teachers said teaching was no longer as satisfying as it had been in previous years. To evaluate their concerns we examined whether their literacy assignments included those characteristics that foster student learning and motivation and we interviewed the teachers and principal about why they believed teaching was no longer as satisfying as it had once been. Interviews indicated that teachers and the principal believed accountability pressures to increase standardized achievement test scores strongly influenced their school's reading and language arts instruction. Teachers said they attempted to raise students' scores by emphasizing the standardized achievement test skills. To maximize skill coverage, teachers said they avoided literacy assignments that required the reading of lengthy texts, sophisticated writing, and lengthy discussions. Evaluations of their literacy assignments confirmed their statements; students seldom completed classwork which required sophisticated writing or reading. Student interviews showed that they were bored with these assignments or did them because they expected extrinsic rewards. Whenever they completed a more complex literacy assignment (i.e., those that required the writing of single or multiple sentences or paragraphs), students said they were challenged and enjoyed learning for learning's sake. Discussion focuses on the implications of these findings for school improvement studies and students' learning and motivation.

scholarly journals The Infrastructure of School Culture: Measuring Commitment, Discourse, Efficacy, and Sensemaking in Adequate Yearly Progress

2014 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Kevin H. Brockberg
Keyword(s):  
Standard Deviation ◽  
School Culture ◽  
Elementary Teachers ◽  
Student Learning ◽  
Adequate Yearly Progress ◽  
Test Scores ◽  
Achievement Test ◽  
Test Results

<p><em>While achievement test results lead to <strong>after-the-fact</strong> AYP results, this research delves into measures behind and beyond test scores, </em>the <strong><em>matter-of-fact</em></strong><em> workplace norms of schools. Elementary teachers completed items in the VISTAA survey as analysis revealed five constructs of school culture: commitment to student learning, commitment to collegiality, discourse, efficacy, and sensemaking. As a single aggregate factor, defined standard deviation gains in the school culture composite increased the likelihood of attaining AYP by 81%. The results also show positive associations for individual predictors concerning the infrastructure of school culture with the outcome of AYP.</em><em></em></p>

Mixed Handedness and Achievement Test Scores of Middle School Boys

2008 ◽  
Vol 107 (2) ◽  
pp. 497-506
Author(s):  
P. S. B. Sarma
Keyword(s):  
Middle School ◽  
At Risk ◽  
Test Scores ◽  
Fourth Grade ◽  
Achievement Test ◽  
Normal Curve ◽  
Left Hand ◽  
Left Handed ◽  
Academic Deficits ◽  
The Right

The purpose of the study was to replicate findings of an earlier study of fourth grade boys manifesting mixed handedness with a sample. Among 32 mixed-handed boys in Grades 6 to 8, the right-handed writer, left-handed thrower group obtained low spelling scores (Normal Curve Equivalent Scores) on the California Achievement Test significantly more frequently than the left-handed writer, right-handed thrower group. These findings are consistent with data for Grade 4 boys in the earlier study. Findings strengthen the hypotheses that mixed handedness is not a unitary neuropsychological entity and that boys who write with the right hand and throw with the left hand might be at risk for certain academic deficits.

Assessment of Gifted Student Learning in the Language Arts

2001 ◽  
Vol 13 (2) ◽  
pp. 67-72 ◽  
Author(s):  
Joyce VanTassel-Baska
Keyword(s):  
Language Arts ◽  
Student Learning ◽  
Assessment Model ◽  
Gifted Student ◽  
Instructional Process ◽  
Multiple Measures ◽  
Gifted Learners ◽  
Language Arts Instruction ◽  
And Performance

This paper discusses important principles for assessing language arts instruction for gifted learners in classrooms. It stresses the importance of multiple measures and approaches being employed at formative and summative stages of the instructional process. Examples of rubrics, portfolios, and performance-based models are provided. The article concludes with ideas for constructing an assessment model that incorporates all of these features.

Relationship between Selected Kindergarten Predictors and First and Fourth Grade Achievement Test Scores

1983 ◽  
Vol 56 (3) ◽  
pp. 815-822 ◽  
Author(s):  
William E. Caskey ◽  
Gerald L. Larson
Keyword(s):  
Academic Success ◽  
School District ◽  
School Districts ◽  
Predictive Validity ◽  
Test Scores ◽  
Fourth Grade ◽  
First Grade ◽  
Achievement Test ◽  
Achievement Test Scores ◽  
Stanford Achievement Test

Kindergarten predictors, Otis-Lennon IQ, group and individual Bender scores, and teachers' ratings, were correlated with first-grade Stanford Achievement Test scores from 152 children from three schools in the same school district, and fourth-grade Ohio Survey Test scores from 102 of the same children. Test scores from first and fourth grades were correlated as were the aptitude and achievement subtests of the Ohio Survey Test. Marked differences in predictive validity were observed; these varied from school to school and according to sex. To make predictions about academic success school districts should develop local norms, by school, and by sex.

Professional Learning Plan: A Tool to Facilitate Teacher Collaboration and Improve Instructional Practice

2021 ◽  
pp. 155545892110211
Author(s):  
Dustin Miller ◽  
Anika Ball Anthony
Keyword(s):  
Middle School ◽  
School Improvement ◽  
Professional Learning ◽  
Teacher Collaboration ◽  
Test Scores ◽  
Instructional Practice ◽  
Achievement Test ◽  
School Principal ◽  
Achievement Test Scores ◽  
Learning Plan

This case study is designed to support the preparation of school administrators and teacher leaders enrolled in courses pertaining to school improvement, instructional leadership, and educational change. The principal of an urban middle school has been charged by the district superintendent to study a downward trend in math state achievement test scores. The case involves a middle school principal and how he might choose to work with his faculty to analyze the issue and develop an appropriate professional learning plan to improve instructional practice. This case scaffolds leader preparation candidates in (a) collaboratively identifying a problem underlying declining state achievement test scores and (b) developing a professional learning plan to support school improvement efforts.

scholarly journals Investigation of fourth‐grade children's dietary recall accuracy and their achievement test scores (ATS)

2010 ◽  
Vol 24 (S1) ◽  
Author(s):  
Suzanne Domel Baxter ◽  
Caroline H Guinn ◽  
Julie A Royer ◽  
James W Hardin ◽  
Alyssa J Mackelprang ◽  
...  
Keyword(s):  
Test Scores ◽  
Fourth Grade ◽  
Achievement Test ◽  
Recall Accuracy ◽  
Achievement Test Scores ◽  
Dietary Recall

Mental health matters in elementary school: first-grade screening predicts fourth grade achievement test scores

2011 ◽  
Vol 20 (8) ◽  
pp. 401-411 ◽  
Author(s):  
Maria Paz Guzman ◽  
Michael Jellinek ◽  
Myriam George ◽  
Marcela Hartley ◽  
Ana Maria Squicciarini ◽  
...  
Keyword(s):  
Mental Health ◽  
Elementary School ◽  
Test Scores ◽  
Fourth Grade ◽  
First Grade ◽  
Achievement Test ◽  
Achievement Test Scores ◽  
Grade Achievement

UPAYA PENINGKATAN HASIL BELAJAR ILMU PENGETAHUAN SOSIAL DENGAN PEMBELAJARAN KOOPERATIF TIPE TPS (THINK PAIR SHARE) PADA KELAS IV SD NEGERI 001 UKUI SATU

2017 ◽  
Vol 5 (3) ◽  
pp. 113
Author(s):  
Asnimar '
Keyword(s):  
Social Sciences ◽  
Action Research ◽  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Test Scores ◽  
Fourth Grade ◽  
Male Students ◽  
Fourth Grade Students ◽  
The Subject

This research was motivated by the activity and motivation of students to learn social sciencesis still low. This is shown in their behavior when the following study social sciences. Based onthe test scores of the first half of social sciences with KKM (minimum completeness criteria)was 65 known that 58% of students have graduated KKM while 42% of students did notcomplete. Under the conditions described, we can conclude that student learning outcomesare still low. Researchers also conducted interviews with several students. Some students saidthat the conditions were not conducive classes, friends who like crowded in the classroom, theway teachers deliver material is less clear, the reason for the lazy student learning so thatlearning is low. The objectives to be achieved in this research is to determine the applicationof cooperative learning think pair share (TPS) in improving learning outcomes for socialsciences at the fourth grade students of SD Negeri 001 Ukui Satu. lessons classroom actionresearch (PTK) planned two cycle. Each cycle in action research consists of four stages,namely: 1) planning (planning), 2) the implementation of the (acting), 3) of observation(observing), 4) reflection (reflecting). This study was conducted in SD Negeri 001 Ukui Satuin the fourth grade, while the timing of this research is in the second semester of the academicyear 2016. In this classroom action research that is the subject of research is the students ofclass IV consisting of 34 students with a composition of 11 male students-Eighteen and 23female students. Data collection techniques in this study is the observation, testing,documentation and interviews.

Mixed-Handedness and Achievement Test Scores of Grade School Children

1989 ◽  
Vol 68 (3) ◽  
pp. 839-846 ◽  
Author(s):  
P. S. B. Sarma
Keyword(s):  
School Children ◽  
Test Scores ◽  
Study Skills ◽  
Fourth Grade ◽  
Achievement Test ◽  
Normal Curve ◽  
Grade School ◽  
Achievement Test Scores ◽  
Left Handed

Normal Curve Equivalent Scores on subtests of the California Achievement Test for mixed-handed children, 52 boys and 58 girls from Grades 3 and 4, who are right- and left-handed writers, indicate no differences by handedness in girls, but among the mixed-handed fourth grade boys, those who wrote right-handed scored lower on Study Skills than the boys who wrote left-handed.

Sign in / Sign up

Export Citation Format

Share Document