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Learning Analytics: A Classroom Response System’s impact on Summative Assessment
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In: SoTL Commons Conference (2022)
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| 2 |
Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
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In: SoTL Commons Conference (2022)
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| 3 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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Authorship, Scholarship, & Friendship: Insights & Highlights from an International Collaborative Writing Group
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In: SoTL Commons Conference (2020)
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Facilitating Critical Thinking in Graduate Coursework in Communication Sciences and Disorders: Process Review
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In: SoTL Commons Conference (2020)
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Unblock Metacognitive & Technical Bottlenecks of USAFA Intermediate Chinese Learners
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In: SoTL Commons Conference (2020)
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| 7 |
Trends in Teaching Pre-Assignment Preparation Strategies in ASL-English Interpreter Education Programs
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2020)
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| 8 |
Formative Asynchonous Feedback For Faculty: A Case Study
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In: SoTL Commons Conference (2019)
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| 9 |
The effects of different gloss types on incidental learning of Arabic vocabulary.
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In: SoTL Commons Conference (2019)
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| 10 |
Promoting Critical Reading with Double-Entry Notes: A Pilot Study
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In: SoTL Commons Conference (2019)
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| 11 |
Advances in Global Education and Research: Volume 3
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In: University of South Florida-- M3 Center Publishing (2019)
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| 12 |
A Phenomenological Exploration of Secondary Teachers' Perceptions of the Flipped Classroom Model
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In: Doctoral Dissertations and Projects (2018)
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| 13 |
The Relationship between English Language Proficiency and Academic Achievement for English Language Learners
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In: Doctoral Dissertations and Projects (2018)
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| 14 |
Formative and Summative Assessment of Library Instruction (LI): Encouraging and supporting "reflective teaching" practices through peer observation
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In: Georgia International Conference on Information Literacy (2018)
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| 15 |
Khan & Austin 2018 Collaborating across National Boundaries for Narrative Teaching (1).pdf
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In: Theresa Y. Austin (2018)
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| 16 |
Interpreter educators in the United States: Teaching, research, and practice
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In: Master's of Arts in Interpreting Studies (MAIS) Theses (2018)
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| 17 |
Impact of Integrated Science and English Language Arts Literacy Supplemental Instructional Intervention on Science Academic Achievement of Elementary Students
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In: Doctoral Dissertations and Projects (2017)
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| 18 |
The Effect of Game-Based Learning on Vocabulary Acquisition for Middle School English Language Learners
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In: Doctoral Dissertations and Projects (2017)
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| 19 |
The Impact of 1:1 Laptop Environments on the English Language Arts Achievement of Fifth Grade Students from Diverse Socio-Economic Backgrounds
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In: Doctoral Dissertations and Projects (2017)
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Abstract:
This quantitative study extends previous research on the impact of one to one (1:1) laptop environments on student outcomes in English Language Arts (ELA) by focusing on students from various socio-economic backgrounds, while using a new technology-enhanced, state-administered assessment to measure performance. This study is significant because policy makers focus on state test scores when planning educational investments. Therefore, results from this study can assist policy makers in determining best practices related to technology integration to ensure equitable opportunities for all students. A non-experimental ex post facto causal comparative research design was used to explore the impact of 1:1 laptops on the ELA achievement of fifth grade students from various socio-economic backgrounds using a state-administered technology enhanced assessment. The target population included fifth grade students attending public schools within five different school systems located in a northeastern state that took the Partnership for Assessment of Readiness for College and Careers (PARCC) assessment during the 2015-2016 school year. The sample size was 400 students. To measure ELA achievement, data from the 2015-2016 PARCC assessments was collected along with demographic information on socio-economic status. A two-way ANOVA revealed a significant difference in the dependent variable (ELA PARCC scores) based on social economic status (FARMS vs. Non-FARMS). However, no significant difference was found in the dependent variable based on learning environment (1:1 laptop vs. not 1:1 laptop), and no significant interaction was found between learning environment and socio-economic status on PARCC ELA scores. Recommendations for future research are provided.
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Keyword:
Achievement Gap; and Research; Curriculum and Instruction; Education; Educational Assessment; Evaluation; One-to-One Laptops; Online and Distance Education; Other Education; Socio-Economic Status; Technology Enhanced Standardized Assessments
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URL: https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=2580&context=doctoral
https://digitalcommons.liberty.edu/doctoral/1524
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| 20 |
A Qualitative Phenomenological Study of First-Year College Students’ Perceptions of Direct and Symbolic Inputs Influencing Sense of Identity
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In: Doctoral Dissertations and Projects (2017)
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