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Cognitive Assessment of Culturally and Linguistically Diverse Students:Evidence for Current Practices
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In: Thinking Matters Symposium Archive (2018)
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| 2 |
Student Achievement in Response to Intervention Groups
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In: Electronic Theses and Dissertations (2016)
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Dear Officer Bogash: Policing Black Bodies on College Campuses
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In: Journal of Critical Scholarship on Higher Education and Student Affairs (2016)
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The Effects of Collaborative Strategic Reading on Informational Text Comprehension and Metacognitive Awareness of Fifth Grade Students
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In: Doctoral Dissertations and Projects (2013)
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| 5 |
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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| 6 |
The Relationship of Instructor Technical Literacy to the Academic Performance of Students in Career Academies
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In: FIU Electronic Theses and Dissertations (2013)
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| 7 |
Recognizing Culture in Experiential Education: An Analysis and Framework for Practitioners
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In: Master's Capstone Projects (2012)
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Students’ Dropout in Continuing Education: A Namibian Case Study
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In: Master's Capstone Projects (1997)
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| 9 |
Profiles of Promise: Students With Learning Difference Prepare For Optimal Foreign Language Learning
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In: Dissertations (1994)
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| 10 |
Construction, administration, and validation of a test of oral language usage
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In: UNF Graduate Theses and Dissertations (1978)
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