scholarly journals The Link Between Teacher Classroom Practices and Student Academic Performance

2002 ◽  
Vol 10 ◽  
pp. 12 ◽  
Author(s):  
Harold Wenglinsky
Keyword(s):  
Academic Performance ◽  
Student Learning ◽  
Multilevel Modeling ◽  
Classroom Practices ◽  
Teacher Characteristics ◽  
National Assessment ◽  
Student Background ◽  
Quantitative Studies ◽  
Student Academic Performance ◽  
Teacher Classroom

Quantitative studies of school effects have generally supported the notion that the problems of U.S. education lie outside of the school. Yet such studies neglect the primary venue through which students learn, the classroom. The current study explores the link between classroom practices and student academic performance by applying multilevel modeling to the 1996 National Assessment of Educational Progress in mathematics. The study finds that the effects of classroom practices, when added to those of other teacher characteristics, are comparable in size to those of student background, suggesting that teachers can contribute as much to student learning as the students themselves.

scholarly journals Impact of Reflective Assessment on Student Learning: Best-Evidence Synthesis from Ten Quantitative Studies

2015 ◽  
Vol 2 (2) ◽  
Author(s):  
John Bond ◽  
David W. Denton ◽  
Arthur Ellis
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Student Performance ◽  
Classroom Practices ◽  
Evidence Synthesis ◽  
Reflective Assessment ◽  
Self Regulated Learning ◽  
Quantitative Studies ◽  
Best Evidence Synthesis ◽  
Improving Student Learning

Formative assessment involves feedback to teachers for informing instruction and also feedback to students for directing their own learning. Early research on formative assessment showed independence from any particular theoretical foundation. Self-regulated learning theory provides a helpful construct for organizing formative assessment through familiar classroom practices, including provision of feedback, strategy use, and metacognition. One way to integrate reflective activities is with reflective assessment, which emphasizes gathering feedback through questioning, writing, and discussing. Ten studies were analyzed using best-evidence methodology to show the effects of reflective assessment on student performance of posttest and retention tests. Weighted mean effect sizes ranged from .28 to .37. Results suggest additional investigations into the use of reflection for improving student learning and other outcomes.

Learning Theory and Online Learning in K-12 Education

2015 ◽  
pp. 126-146 ◽  
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Student Learning ◽  
Learning Theory ◽  
The United States ◽  
Learning Theories ◽  
Instructional Models ◽  
Student Academic Performance ◽  
Integration Of Learning ◽  
K 12

Several questions need to be asked about how the applications of learning theories in online learning and how it impacts student learning. Online learning has the ability to promote rapid growth of student academic performance using instructional strategies such as differentiated instructions to meet the specific needs of students. However, less is known about the integration of learning theory and online learning in K-12 schools and its impact on student learning. This chapter seeks to demonstrate the integration of learning theories, online learning and its effects on student academic performance. In this chapter, researchers trace the trend of online learning in K-12 schools, discuss how instructional models are used to promote online learning in K-12 education, and provide discussion on the prospects and challenges facing online learning in the United States. Recommendation for future studies and conclusion are discussed.

Learning Theory and Online Learning in K-12 Education

2015 ◽  
pp. 167-187
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Student Learning ◽  
Learning Theory ◽  
The United States ◽  
Learning Theories ◽  
Instructional Models ◽  
Student Academic Performance ◽  
Integration Of Learning ◽  
K 12

Several questions need to be asked about how the applications of learning theories in online learning and how it impacts student learning. Online learning has the ability to promote rapid growth of student academic performance using instructional strategies such as differentiated instructions to meet the specific needs of students. However, less is known about the integration of learning theory and online learning in K-12 schools and its impact on student learning. This chapter seeks to demonstrate the integration of learning theories, online learning and its effects on student academic performance. In this chapter, researchers trace the trend of online learning in K-12 schools, discuss how instructional models are used to promote online learning in K-12 education, and provide discussion on the prospects and challenges facing online learning in the United States. Recommendation for future studies and conclusion are discussed.

College Student Academic Performance: Coping and Exercise as Mediators of Multiple Sources of Stress

2008 ◽  
Author(s):  
Joseph R. Scotti ◽  
Brittany Joseph ◽  
Christa Haines ◽  
Courtney Lanham ◽  
Vanessa Jacoby
Keyword(s):  
Academic Performance ◽  
College Student ◽  
Multiple Sources ◽  
Student Academic Performance

Teacher Professional Training and Student Academic Performance at an University from Lima, 2016 [Formación Profesional Docente y Rendimiento Académico en Estudiantes de una Universidad de Lima, 2016]

2019 ◽  
Vol 1 (2) ◽  
pp. 116
Author(s):  
Jorge Luis Torres Ugaz
Keyword(s):  
Veterinary Medicine ◽  
Academic Performance ◽  
Educational System ◽  
Professional Training ◽  
Student Academic Performance ◽  
Teacher Professional ◽  
Study Methodology ◽  
The Relationship

This work emphasizes the teaching work in the progress of the educational system. The objective was to determine the relationship between the Teacher Professional Training and the Academic Performance of the students of Veterinary Medicine and Zootechnics of an University of Lima, Perú. The study methodology was correlational, the sample was 6 teachers and 72 students. The teachers were surveyed and the students were evaluated through the minutes. A mean and direct correlation of 44.05% was obtained between the variables studied.

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