The Impact of Culturally Inclusive Pedagogy on Student Achievement in a Multicultural Urban School Setting

2018 ◽  
pp. 004208591880401 ◽  
Author(s):  
Eunjyu Yu
Keyword(s):  
Student Achievement ◽  
School Setting ◽  
Urban School ◽  
Inclusive Pedagogy ◽  
The Impact

scholarly journals What can Counselors do to Lessen the Trauma to the DACA Population Caused by the 2016 Election Cycle Rhetoric?

2020 ◽  
Vol 4 (2) ◽  
pp. p43
Author(s):  
Tina Chaney ◽  
Barbara Nell Martin
Keyword(s):  
Counselor Training ◽  
School Setting ◽  
Urban School ◽  
Election Cycle ◽  
2016 Election ◽  
Western City ◽  
The Impact

 This case study focused on the impact to DACA participants in a mid-western city enrolled at an urban school setting in a region where 30% of all residing immigrants are unauthorized (Capps & Ruiz Soto, 2016). The investigation aimed to understand if the language used during the 2016 election cycle altered trauma-related behaviors in the DACA population. The data collected during the study suggested that students who identified with the DACA group exhibited trauma-related behaviors different from behaviors previously observed, and the new behaviors were a result of election cycle rhetoric. Implications for counselor training were significant.

The Impact of Gamification and Individual Differences on Second Language Learning Among First-Year Female University Students in Saudi Arabia

2021 ◽  
pp. 104687812110565
Author(s):  
Maram Almufareh
Keyword(s):  
Student Achievement ◽  
Saudi Arabia ◽  
Second Language ◽  
Video Games ◽  
Language Learning ◽  
Second Language Learning ◽  
Video Gaming ◽  
Control Group ◽  
Students Attitudes ◽  
The Impact

Background The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology-driven solutions in improving students’ outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of students’ attitudes and experiences with video gaming on their achievement; and second, to evaluate the effects of students’ attitudes and experiences that are mediated by their motivation. Methods This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. Students were randomly assigned to the technology-enhanced group (Duolingo® + workbook) or the control group (classroom workbook group). We started by comparing student performance between the two groups to evaluate the effect of the intervention. Subsequently, we conducted a confirmatory factor analysis to establish homogenous latent variables for experience, attitude, and motivation. Finally, we used structural equation models to evaluate the presence of direct and mediated effects. Results Students in the Duolingo® + workbook group scored higher on reading, grammar, vocabulary, and writing compared to the workbook group. Positive attitude toward video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation toward ESL learning was independently and positively correlated with student achievement. As expected, the technology-enhanced group performed better in reading, grammar, and vocabulary while the control group showed more participation and timely completion of assignments. Conclusion Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curriculum is needed to minimize interference with class participation. Positive attitudes toward video games and motivation toward ESL learning are positive predictors of student achievement while experience with video games has no significant effect.

Moral Reasoning in Behaviorally Disordered Adolescents from Alternative and Traditional High Schools

1991 ◽  
Vol 17 (1) ◽  
pp. 23-35 ◽  
Author(s):  
Kimberly A. Schonert ◽  
Gordon N. Cantor
Keyword(s):  
High School ◽  
High School Students ◽  
Alternative Education ◽  
Moral Reasoning ◽  
School Setting ◽  
School Students ◽  
Behaviorally Disordered ◽  
Traditional School ◽  
Alternative Setting ◽  
The Impact

Very few studies have examined moral reasoning in students identified as having behavioral disorders and enrolled in a special education setting. Furthermore, little attention has been paid to the impact of alternative education programs designed for behaviorally disordered youth on moral reasoning development. This research examined the moral reasoning of behaviorally disordered adolescents enrolled in alternative and traditional high school settings. The results indicate that behaviorally disordered high school students enrolled in either an alternative or traditional school setting are significantly lower in moral reasoning compared to their non-behaviorally disordered peers. The moral reasoning of the behaviorally disordered students enrolled in an alternative setting is similar to that of like students enrolled in a traditional school setting. The correlation between time (months) spent in the alternative setting and moral reasoning is positive, but not significant.

scholarly journals Implementation of the Teacher Professional Growth and Effectiveness System in Rural Kentucky High Schools

2018 ◽  
Vol 13 (5) ◽  
Author(s):  
Thomas James Pharis ◽  
Larry Allen ◽  
Jamie V Mahoney ◽  
Stephanie Sullivan
Keyword(s):  
Student Achievement ◽  
Teacher Quality ◽  
Professional Growth ◽  
Time Requirement ◽  
Change Initiatives ◽  
Educator Attitudes ◽  
Teacher Professional Growth ◽  
Teacher Professional ◽  
Improving Student Learning ◽  
The Impact

A focus on improving teacher quality and student achievement led many states to implement teacher effectiveness systems. The Charlotte Danielson Framework for Teaching was adapted by Kentucky as the Teacher Professional Growth and Effectiveness System (TPGES). This study examined educator viewpoints concerning the impact of TPGES on improving teacher quality and student achievement, educator attitude for implementation, time requirement, and the potential to impact teacher growth and student learning.Teacher and principal triangulated data indicated mixed viewpoints concerning the impact of TPGES implementation on improving teacher quality and improving student learning. The data did not indicate positive educator attitudes for the implementation and time requirement for TPGES. Study implications focused on five identified dispositions relevant for all educators striving to implement innovative change initiatives.

scholarly journals An Initial Investigation of the Generalization of a School-Based Social Competence Intervention for Youth with High-Functioning Autism

2011 ◽  
Vol 2011 ◽  
pp. 1-11 ◽  
Author(s):  
Carla Schmidt ◽  
Janine P. Stichter ◽  
Kristin Lierheimer ◽  
Stephanie McGhee ◽  
Karen V. O'Connor
Keyword(s):  
Social Competence ◽  
High Functioning Autism ◽  
School Setting ◽  
Future Research ◽  
Expression Recognition ◽  
High Functioning ◽  
School Based ◽  
The Social ◽  
Future Research Directions ◽  
The Impact

This study evaluated the impact of generalization of the Social Competence Intervention-Adolescent (SCI-A) curriculum in a school setting for individuals with high-functioning autism or Asperger's Syndrome (). This study examined to what degree the generalization of the SCI-A curriculum could be measured when delivered in a school setting. Across the six participants preliminary results suggest improvement on teacher reports of social skills and executive functioning. Some improvements were also evident in direct measures of facial-expression recognition. Data collected in the nonintervention settings indicated that some generalization of social interaction skills may have occurred for all six participants. Future research directions are discussed.

scholarly journals THE IMPACT OF TEACHER COMPETENCE, SCHOOL ENVIRONMENT AND SPIRITUAL ACTIVITIES ON THE LEARNING ACHIEVEMENT OF STUDENTS OF SMP BATIK SURAKARTA

2020 ◽  
Vol 4 (02) ◽  
Author(s):  
Nurul Hidayati ◽  
Bambang Mursito
Keyword(s):  
Student Achievement ◽  
Junior High School ◽  
School Environment ◽  
Total Population ◽  
Research Result ◽  
Analysis Tool ◽  
Teacher Competence ◽  
Optimal Learning ◽  
Learning Achievement ◽  
The Impact

The problems presented relate to teacher competence, school environment and Spiritual Activities affect student achievement at SMP Batik Surakarta. This research method using research design is a survey research. This research was conducted at SMP Batik Surakarta in February 2020 - July 2020. The research reason was that learning achievement needs to be improved so that SMP Batik Surakarta students are able to obtain optimal learning achievement. The object of this study of Surakarta SMP Batik Surakarta, then of this research the population is totaling 303 students. The total population was 262 students from the total population, so in this study of C class is 33 students. The analysis tool used is regression research, t test, F test and R2 test. research result showed: there is influence of teacher competence, school environment and spiritual activities on the student achievement of Students in Surakarta Batik Junior High School partially and simultaneously Keywords: Teacher Competence, School Environment, Spiritual Activities and Student Achievement

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