Eleven American academics and researchers contribute ten chapters illustrating how large-scaled, empirical studies can inform efforts to gain insight and improve educational productivity. Each chapter demonstrates creative exploitation of valuable national and international databases to explore ways to improve the effectiveness and efficiency of sc
Eleven American academics and researchers contribute ten chapters illustrating how large-scaled, empirical studies can inform efforts to gain insight ...
Introduction and Overview, Susan J. Paik, University of San Francisco. Part I: Educational Productivity and Achievement. Using an Educational Productivity Model to Construct Process Models for Mathematics Achievement and Attitudes Among Ethnic Minorities, John Thomas, College of Lake County, Illinois.
Introduction and Overview, Susan J. Paik, University of San Francisco. Part I: Educational Productivity and Achievement. Using an Educational Producti...
For the first time, this book brings together three controversial topics: homogeneous grouping of students within classrooms by ability or achievement criteria, tracking of students into courses of study by the same criteria, and retention of students in their present grade so that they repeat a year's work instead of being promoted. The editors solicited syntheses of research on these topics from outstanding scholars with a variety of views. Initial versions of the chapters were discussed at a national invitational conference sponsored by the Laboratory for Student Success, the Mid-Atlantic...
For the first time, this book brings together three controversial topics: homogeneous grouping of students within classrooms by ability or achievement...
For the first time, this book brings together three controversial topics: homogeneous grouping of students within classrooms by ability or achievement criteria, tracking of students into courses of study by the same criteria, and retention of students in their present grade so that they repeat a year's work instead of being promoted. The editors solicited syntheses of research on these topics from outstanding scholars with a variety of views. Initial versions of the chapters were discussed at a national invitational conference sponsored by the Laboratory for Student Success, the Mid-Atlantic...
For the first time, this book brings together three controversial topics: homogeneous grouping of students within classrooms by ability or achievement...
Despite increased spending and efforts at reform since the Elementary and Secondary Education Act of 1965, wide achievement gaps persist between groups of students and these gaps increase with each year of schooling. Obstacles to student achievement can be found in schools and at home, and finding innovative solutions for students to overcome these obstacles is a motivating force behind this volume. Inside, the authors argue that The Other Three Rs," reasoning, resilience, and responsibility can promote achievement and the realization of full academic potential, especially for students who...
Despite increased spending and efforts at reform since the Elementary and Secondary Education Act of 1965, wide achievement gaps persist between group...
This volume, however, is not primarily concerned with what students should learn, nor even how they should learn. Rather it concerns how we can discover the best means and conditions for teaching them in school, at home, and in society. Expressed more explicitly, we seek to find out how students can learn efficiently or productively as much as possible within a given amount of time and resources. As in agriculture, medicine, public health, and modern industries, we can turn to rigorous science as one of the best sources for informing ourselves. Thus, the purpose of this book was to seek...
This volume, however, is not primarily concerned with what students should learn, nor even how they should learn. Rather it concerns how we can discov...
This volume, however, is not primarily concerned with what students should learn, nor even how they should learn. Rather it concerns how we can discover the best means and conditions for teaching them in school, at home, and in society. Expressed more explicitly, we seek to find out how students can learn efficiently or productively as much as possible within a given amount of time and resources. As in agriculture, medicine, public health, and modern industries, we can turn to rigorous science as one of the best sources for informing ourselves. Thus, the purpose of this book was to seek...
This volume, however, is not primarily concerned with what students should learn, nor even how they should learn. Rather it concerns how we can discov...
The chapters included in this book were commissioned to serve as the background for the national invitational conferencesponsored by the LSS at Temple University Center for Research in Human Development and Education (CRHDE). The conferenceand the publication of the conference proceedings were supported by the Institute of Education Sciences (IES) of theU. S. Department of Education. The opinions expressed do not necessarily reflect the positions of the supporting agencies andno official endorsement should be inferred.
The chapters included in this book were commissioned to serve as the background for the national invitational conferencesponsored by the LSS at Temple...
The chapters included in this book were commissioned to serve as the background for the national invitational conference sponsored by the LSS at Temple University Center for Research in Human Development and Education (CRHDE). The conference and the publication of the conference proceedings were supported by the Institute of Education Sciences (IES) of the U. S. Department of Education. The opinions expressed do not necessarily reflect the positions of the supporting agencies and no official endorsement should be inferred.
The chapters included in this book were commissioned to serve as the background for the national invitational conference sponsored by the LSS at Templ...
