scholarly journals Examining A Decade Of Reading And Mathematics Student Achievement Among Primary And Secondary Traditional Public School And Charter School Students: A Meta-Analytic Investigation

2013 ◽  
Vol 10 (4) ◽  
pp. 213-222
Author(s):  
Matthew J. Erickson ◽  
Karen H. Larwin ◽  
Robert S. Isherwood
Keyword(s):  
Public Schools ◽  
Reading Achievement ◽  
Language Learning ◽  
Charter School ◽  
English Language ◽  
Current Investigation ◽  
School Students ◽  
Educational Models ◽  
Traditional Public Schools ◽  
Learning School

The current investigation will synthesize numerous studies conducted across the nation at the elementary, middle and high school levels. Meta-analytic techniques will assist parents and educators in making evidence-based decisions while adding to the research supporting educational reform and promoting best practices in both educational models. This study was specifically designed to consider a number of variables in charter schools relative to traditional public schools, including socioeconomic status, English language learning, school competition, and eligibility for special education that may impact student mathematics and reading achievement. The findings of the current investigation suggest that students in charter school programs are not performing as well as students in traditional public schools on mathematics and reading achievement examinations.

scholarly journals EFFECTS OF ANXIETY IN LEARNING SECOND LANGUAGE: A STUDY ON THE PUBLIC SECONDARY SCHOOL STUDENTS

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Shazia Inayat Ali, Saba Shakeel, Farheen Shakir
Keyword(s):  
Second Language ◽  
Public Schools ◽  
Language Learning ◽  
Test Anxiety ◽  
Classroom Environment ◽  
English Language ◽  
Secondary Level ◽  
School Students ◽  
Significant Difference ◽  
Teaching Learning

The main purpose of the study is to investigate the causes of anxiety which effect among the students of English language at secondary level. The data has been collected from the 100 students of secondary level of public schools using a survey questionnaire comprised of 24 items. There are 18 towns in Karachi for this study; as a sample frame New town was selected. The total of particepants100 as the samples size was selected through purposive sampling group of 50 female and 50 male students from public schools. All dimensions are reliable, it is confirmed by reliability analysis. The adopted questioner grouping has been confirmed by the outcomes of the factor analysis. One sample test also shows the significant difference. At last, the regression analysis indicates a significant relationship between student language learning anxiety, classroom environment, the teacher’s role and test anxiety. The research suggests a strong intervention by the second language teachers to provide a conducive environment to the students. The teacher must try their level best to create an effective teaching learning process and the teacher training institutions should teach the strategies to reduce the test anxiety among the students.

Are Charter School Students Harder to Educate? Evidence From Washington, D.C.

2005 ◽  
Vol 27 (4) ◽  
pp. 365-380 ◽  
Author(s):  
Jack Buckley ◽  
Mark Schneider
Keyword(s):  
Public Schools ◽  
Charter School ◽  
School Students ◽  
Public School Students ◽  
Individual Level ◽  
School Year ◽  
Traditional Public Schools ◽  
Policy Analysts ◽  
The Media ◽  
Using Data

One point of debate in the recent controversy in the media and among policy analysts over the academic achievement of charter school students is whether the charter students are in some way harder to educate than their counterparts enrolled in traditional public schools. This article examines this question using data from the 2002–2003 school year in Washington, D.C. It begins by examining a simple binomial model of the proportion of students in key demographic and programmatic categories linked to educability. It then turns to the estimation of a more theoretically appropriate mixture model that assumes two latent categories of charter schools. It concludes with an analysis that moves beyond simple demographic/programmatic factors to consider measures of educability using individual-level survey data from charter and traditional public school students. Overall, there is mixed evidence of differences in the educability of students in the two sectors.

scholarly journals Choice without Equity: Charter School Segregation

2011 ◽  
Vol 19 ◽  
pp. 1 ◽  
Author(s):  
Erica Frankenberg ◽  
Genevieve Siegel-Hawley ◽  
Jia Wang
Keyword(s):  
Public Schools ◽  
Charter Schools ◽  
Charter School ◽  
White Students ◽  
Metropolitan Areas ◽  
School Enrollment ◽  
School Level ◽  
School Segregation ◽  
School Students ◽  
Traditional Public Schools

The political popularity of charter schools is unmistakable. This article explores the relationship between charter schools and segregation across the country, in 40 states, the District of Columbia, and several dozen metropolitan areas with large enrollments of charter school students in 2007-08. The descriptive analysis of the charter school enrollment is aimed at understanding the enrollment and characteristics of charter school students and the extent to which charter school students are segregated, including how charter school segregation compare to students in traditional public schools.  This article examines these questions at different levels, aggregating school-level enrollment to explore patterns among metropolitan areas, states, and the nation using three national datasets.  Our findings suggest that charters currently isolate students by race and class. This analysis of recent data finds that charter schools are more racially isolated than traditional public schools in virtually every state and large metropolitan area in the nation.  In some regions, white students are over-represented in charter schools while in other charter schools, minority students have little exposure to white students.  Data about the extent to which charter schools serve low-income and English learner students is incomplete, but suggest that a substantial share of charter schools may not enroll such students. As charters represent an increasing share of our public schools, they influence the level of segregation experienced by all of our nation’s school children. After two decades, the promise of charter schools to use choice to foster integration and equality in American education has not yet been realized.

scholarly journals English Language Learning Demotivating Factors for Saudi High School EFL Students

2021 ◽  
Vol 14 (8) ◽  
pp. 29
Author(s):  
Raneem Alyousif ◽  
Zainab Alsuhaibani
Keyword(s):  
High School ◽  
Public Schools ◽  
Language Learning ◽  
Technology Use ◽  
Extrinsic Motivation ◽  
English Language ◽  
Collaborative Work ◽  
Language Teachers ◽  
Structured Interviews ◽  
Efl Students

Demotivating factors are one of the sources that can reduce students’ motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students’ motivation from teachers’ perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students’ motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work. 

scholarly journals Students’ Perceptions towards Using Mobile Application in Learning Speaking

2019 ◽  
Vol 2 (4) ◽  
pp. 499-514
Author(s):  
Desika Rinanda ◽  
Suparno Suparno ◽  
Sri Samiati Tarjana
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Mobile Applications ◽  
Mobile Application ◽  
English Language ◽  
Learning Experience ◽  
School Students ◽  
Central Java ◽  
Innovative Learning ◽  
Teaching Learning

The dramatic advancement technologies, particularly mobile applications, have influenced the education sector. The integration of mobile applications in education to change the teaching-learning process has taken place and led to innovative learning, including English language learning. Hence, this study aimed to find out the students’ perceptions and the factors influencing students’ perceptions toward the use of mobile application in learning English particularly speaking. To reach the objectives, this study used case study as the research method. The data were collected mainly through interview and observation. The participants were five vocational school students in Surakarta, Central Java, Indonesia. They were purposively selected because they had been familiar with mobile application and they had been taught speaking English using mobile application by their teacher, so that they could give adequate information.  The research findings showed positive perception from the students toward the use of Learn English Conversation application in learning speaking. They declared that the use of Learn English Conversation application could facilitate them in practicing speaking, bring fun and enjoyable learning during the learning process. Moreover, their positive perceptions were influenced by several factors such as the flexibility and the new learning experience given by the mobile application, the ease to run the mobile application and unrequired a lot of internet quota when the students run the mobile application.

scholarly journals Language Learning Strategy Use and English Proficiency of Iraqi Upper Secondary School Students

2018 ◽  
Vol 9 (4) ◽  
pp. 59
Author(s):  
Qusay Mahdi Mutar
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Language Learning Strategies ◽  
School Students ◽  
Proficiency Level ◽  
Learning Strategy Use

To learn English language, there are some language-learning strategies, which learners need to be familiar with. Thus, the purpose of this study is to investigate the language learning strategies used among Iraqi sixth-grade preparatory students, and how could gender and proficiency level effect on using language-learning strategies. To analyze the collected data, SPSS software version 20 included Independent sample T-Test Besides, one-way ANOVA and Tukey HSD have been used. A total of 210 sixth-grade preparatory students were chosen randomly from four-different secondary schools for the academic year 2016-2017 at al-Karkh side of Baghdad city. The study sample consisted of (105 females and 105 males). The findings revealed that EFL learners have shown medium use of language learning strategies, besides, no statistically significant differences between male and female students in the frequency of using LLSs. the findings also showed Cognitive and memory strategies were the most frequent used categories comparing to the compensation strategies that scored the least frequent category. As for language proficiency, the result showed that students with high proficiency used all six categories of learning strategies more than medium and low-proficiency students.

Benefits of Film Adaptations of Literary Works for English Language Learning

2021 ◽  
pp. 178-198
Author(s):  
Sunay Öztürk ◽  
Buğra Zengin
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
English Language ◽  
Academic Research ◽  
Film Adaptations ◽  
Mixed Method Research ◽  
School Students ◽  
Literary Works ◽  
Film Scripts

Despite their potential in language learning, films have not been covered adequately in academic research except some attempts to develop strategies. One of these strategies has been to compare film scripts and their translations, to identify chunks, technical terms, and creative language examples and to list them with their translations, and to do creative dialogue writing activities especially by modeling these scripts where chunks are used extensively. Believing in the importance of evaluating the film scripts with their translations, this study aims to investigate the processes the researcher/teacher's high school students went through in learning and using the target language starting with the use of the film adaptations of the literary works, writing their scripts modeling the film scripts, acting their own scripts, and shooting their performances. The mixed method research design was used with the triangulation of the qualitative and quantitative data. The 68 high school students' views were investigated with Likert scale (1-5) questionnaire along with their comments about the items.

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