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Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen
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Schastak, Martin. - : Verlag Barbara Budrich, 2020. : Opladen, Berlin, Toronto, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Opladen, Berlin, Toronto : Verlag Barbara Budrich 2020, 457 S. - (Mehrsprachigkeit und Bildung; 4) - (Frankfurt am Main, Univ., Diss., 2019) (2020)
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Bildungssprachliche Mittel. Eine Analyse von Schülertexten aus dem Sachunterricht der Primarstufe
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In: 2020, 339 S. - (Empirische Forschung im Elementar- und Primarbereich; 6) - (Koblenz-Landau, Universität, Dissertation, 2019) (2020)
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Journeys Through Rough Country: An Ethnographic Study of Blind Adults Successfully Employed in American Corporations
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In: Dissertations & Theses (2019)
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Authentizität und Lernen - das Fach in der Fachdidaktik. Gesellschaft für Didaktik der Chemie und Physik Jahrestagung in Berlin 2015
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Maurer, Christian Hrsg.. - : Universität Regensburg, 2016. : Regensburg, 2016. : pedocs-Dokumentenserver/DIPF, 2016
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In: Regensburg : Universität Regensburg 2016, 610 S. - (Gesellschaft für Didaktik der Chemie und Physik; 36) (2016)
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Schulsozialarbeit und soziale Disparität. Potenziale und Implikationen aus bildungswissenschaftlicher Perspektive, diskutiert am Beispiel des saarländischen Landesprogramms „Schoolworker“
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In: 2016, 75 S. (2016)
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Mädchen haben Vorteile im Lesen, Jungen in Mathematik? Geschlechterstereotype auf dem Prüfstand
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In: Schulverwaltung : Fachzeitschrift für Schulentwicklung und Schulmanagement. Bayern 38 (2015) 12, S. 337-340 (2015)
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Mädchen haben Vorteile im Lesen, Jungen in Mathematik? Geschlechterstereotype auf dem Prüfstand
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In: Schulverwaltung : Zeitschrift für Schulentwicklung und Schulmanagement. Nordrhein-Westfalen 26 (2015) 11, S. 295-298 (2015)
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Sprachförderung zur Prävention von Bildungsmisserfolg
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In: Sallat, Stephan [Hrsg.]; Spreer, Markus [Hrsg.]; Glück, Christian W. [Hrsg.]: Sprache professionell fördern. Idstein : Schulz-Kirchner Verlag 2014, S. 28-39 (2014)
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The Impact of Selected Initiatives on the Reading Criterion Referenced Competency Test Scores of African-American and Disadvantaged Students in Grades 3, 5, and 8
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In: Doctoral Dissertations and Projects (2013)
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Abstract:
The purpose of this causal-comparative study was to examine the impact of selected research-based whole-school reading reform programs, Success for All (SFA), Core Knowledge, and Direct Instruction (DI) on the Criterion Referenced Competency Test (CRCT) reading scores of African-American students and students from disadvantaged subgroups in Grades 3, 5, and 8 in a large urban school system. The target sample consisted of 61 elementary schools and 16 middle schools. Student data consisted of 3,533 data points for African-American students and 7,550 data points for disadvantaged students attending reform and non reform schools respectively. A causal-comparative research design was the methodology employed. Chi square and Mann-Whitney statistical techniques were used to test 13 hypotheses to determine if there were any significant differences between the reading proficiency of schools and students with reforms compared to those without reforms using race (African American) and socioeconomic status (Disadvantaged) as control variables. The results did not provide any evidence of differences in reading proficiency between reform and non-reform at the school level. However, reading proficiency differed significantly at the student level where Disadvantaged students attending schools with reading reforms showed significant improvements. Reading proficiency rates differed significantly between reform models. Significant proficiency rates were found in schools implementing Direct Instruction or Core Knowledge when compared with the Success for All model.
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Keyword:
and Multicultural Education; and Research; Bilingual; Bilingual and Multicultural; Comprehensive School Reform; Core Knowledge; Curriculum and Instruction; Curriculum and Social Inquiry; Direct Instruction; Disability and Equity in Education; Education; Educational Assessment; Educational Methods; Elementary; Elementary and Middle and Secondary Education Administration; Elementary Education and Teaching; Evaluation; General; Intermediate; Junior High; Middle School Education and Teaching; Multilingual; Reading; Reading Achievement; Secondary; Success For All; Tests and Measurements; Whole School Reforms
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URL: https://digitalcommons.liberty.edu/doctoral/728
https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1771&context=doctoral
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Motivation for High School Students to Read:Differences among Student Perceptions and Differences between Student and Teacher Perceptions
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In: Dissertations (2011)
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Inci Dirim / Paul Mecheril (Hrsg.): Migration und Bildung. Soziologische und erziehungswissenschaftliche Schlaglichter. Münster u.a.: Waxmann 2009 (292 S.) [.] [Sammelrezension]
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In: Erziehungswissenschaftliche Revue (EWR) 9 (2010) 5 (2010)
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College Success among Students Who Reside in Different Living Environments
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In: Browse all Theses and Dissertations (2008)
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What Factors Contribute to the Success of African American Women in Science and Mathematics: Do Teaching Techniques Matter
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In: Teacher Education Faculty Proceedings & Presentations (2004)
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Recruitment and Retention of African American Males in High School Mathematics: Have We Achieved Access to the Success Stairway?
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In: Teacher Education Faculty Proceedings & Presentations (1999)
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