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| Author | : Brian D. Mitchell |
| Publisher | : |
| Total Pages | : 56 |
| Release | : 1995 |
| Genre | : Achievement tests |
| ISBN | : |
| Author | : Dayciaa C. Smith |
| Publisher | : |
| Total Pages | : 133 |
| Release | : 2006 |
| Genre | : Educational tests and measurements |
| ISBN | : |
| Author | : Michael J. Puma |
| Publisher | : Nova Novinka |
| Total Pages | : 314 |
| Release | : 2006 |
| Genre | : Education |
| ISBN | : |
Since its beginning in 1965 as a part of the War on Poverty, Head Start's goal has been to boost the school readiness of low-income children. Based on a 'whole child' model, the program provides comprehensive services that include pre-school education; medical, dental, and mental health care; nutrition services; and efforts to help parents foster their child's development. Head Start services are designed to be responsive to each child's and family's ethnic, cultural, and linguistic heritage. The Congressionally-mandated Head Start Impact Study was conducted across 84 nationally representative grantee/delegate agencies. Approximately 5,000 newly entering 3- and 4-year-old children applying for Head Start were randomly assigned to either a Head Start group that had access to Head Start program services or to a non- Head Start group that could enrol in available community non-Head Start services, selected by their parents. Data collection began in fall 2002 and is scheduled to continue through 2006, following children through the spring of their 1st-grade year. The study quantifies the impact of Head Start separately for 3- and 4-year-old children across child cognitive, social-emotional, and health domains as well as ii on parenting practices. This book is essential reading for those in the education field.
| Author | : Betty Sue Sowell |
| Publisher | : |
| Total Pages | : 68 |
| Release | : 1996 |
| Genre | : Education, Elementary |
| ISBN | : |
Studies the impact of peer-tutoring on test scores of a fourth grade math class, using a t-test for comparative analysis.
| Author | : Irene C. Fountas |
| Publisher | : Heinemann Educational Books |
| Total Pages | : 0 |
| Release | : 2001 |
| Genre | : Education |
| ISBN | : 9780325003108 |
Fountas and Pinnell support teachers on the next leg of the literacy journey, addressing the unique challenges of teaching upper elementary students.
| Author | : Dawn E. Stuckey |
| Publisher | : |
| Total Pages | : 76 |
| Release | : 2001 |
| Genre | : Mathematics |
| ISBN | : |
| Author | : Vincent Aleven |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 464 |
| Release | : 2010-06-01 |
| Genre | : Education |
| ISBN | : 3642133878 |
The 10th International Conference on Intelligent Tutoring Systems, ITS 2010, cont- ued the bi-annual series of top-flight international conferences on the use of advanced educational technologies that are adaptive to users or groups of users. These highly interdisciplinary conferences bring together researchers in the learning sciences, computer science, cognitive or educational psychology, cognitive science, artificial intelligence, machine learning, and linguistics. The theme of the ITS 2010 conference was Bridges to Learning, a theme that connects the scientific content of the conf- ence and the geography of Pittsburgh, the host city. The conference addressed the use of advanced technologies as bridges for learners and facilitators of robust learning outcomes. We received a total of 186 submissions from 26 countries on 5 continents: Aust- lia, Brazil, Canada, China, Estonia, France, Georgia, Germany, Greece, India, Italy, Japan, Korea, Mexico, The Netherlands, New Zealand, Pakistan, Philippines, Saudi Arabia, Singapore, Slovakia, Spain, Thailand, Turkey, the UK and USA. We accepted 61 full papers (38%) and 58 short papers. The diversity of the field is reflected in the range of topics represented by the papers submitted, selected by the authors.
| Author | : Joseph G. Meigs |
| Publisher | : |
| Total Pages | : 84 |
| Release | : 2012 |
| Genre | : Educational tests and measurements |
| ISBN | : |
The research question in this study asked if there is a positive correlation between the implementation of the Carnegie Cognitive Tutor Program and students' achievement on the math portion of the ARMT. The data that is collected for the study includes only students that attended the same middle school both as a sixth and seventh grader. Students were not exposed to the cognitive tutor program during their sixth grade year prior to testing. The ARMT test scores for the 2009-2010 and 2010-2011 school years were analyzed using a paired sample t-test to determine if there is a positive correlation on the test scores due to the implementation of the cognitive tutor program
| Author | : George Sanders |
| Publisher | : |
| Total Pages | : |
| Release | : 2009 |
| Genre | : Academic achievement |
| ISBN | : |
The purpose of this study was to determine the impact of peer tutoring on the achievement of freshmen student in remedial mathematics, reading and writing from one community college and one university. The total population for this study is 300 freshmen, 150 freshmen from the community college and 150 freshmen from the university, composition of male (N=42%) and female (N=58%). The instructors will allow the researcher to pre-test selected students on the second day of class (Fall 2006) using the Nelson-Denny Reading Test (Form E) for reading, Algebra Skills Test (Test I) for math, and pre-determined writing assignments for writing. After four weeks of peer tutoring (quasi-experimental group), the researcher will retest the students (post-test) and collect the test score from the posttest and analyze the data to determine the impact of peer tutoring on freshmen student in remedial mathematics, reading and writing. There were two hypothesis tested. The hypothesis revealed that there was no significant difference of t-test results for pretest scores in terms of Reading for Comprehensive and Vocabulary, Math, and English. It indicated that participants grouped by gender had no pretest threat in both the treatment and the control groups. Although the present study offers additional positive results to those studies conducted in the past, it is the recommendation of the researcher that additional studies needs to be undertaken.
| Author | : Amy Dawn Fanusi |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2015 |
| Genre | : Mathematics |
| ISBN | : |
A quantitative causal-comparative and correlation research studied Assessment and Learning in Knowledge Spaces (ALEKS) at a middle school in rural Georgia. The purpose was to determine if computerized math instruction, as measured by ALEKS, was more effective than traditional teacher instruction with students in math support in order to pass the Georgia Criterion Referenced Competency Test (CRCT). The study also explored the relationship among other variables: if the percentage of concepts a student completed in ALEKS affected student success on the CRCT, and if gender played a factor in achievement on the CRCT when enrolled in the ALEKS computer math support class. The math intervention used in this study, ALEKS, has been researched using college and high school students, but little research focused on the effectiveness of ALEKS with middle school students. All data collected was archival from the 2011-2012 and 2012-2013 school years and included 294 total participants, of which 181 were enrolled in ALEKS for the entire year; 113 were enrolled in a traditional math support class for the entire year. The researcher analyzed two hypotheses in this study using a one-way ANCOVA and one hypothesis using a Pearson product-moment correlation. Results from this study revealed that ALEKS did not have a significant impact on CRCT test scores in the middle grades, yet there was a correlation to the percentage of ALEKS a student completed and the increase in that student's score on the CRCT. While there has been research conducted in this area, there is still room for more ALEKS research.
