A Study Of Effectiveness Of The Use Of Cooperative Learning Structures Compared To Direct Instruction Strategies In Second Grade Reading
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Author | : Teresa L. Ulbrich |
Publisher | : |
Total Pages | : 54 |
Release | : 1992 |
Genre | : Group work in education |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 836 |
Release | : 2001 |
Genre | : Education |
ISBN | : |
Author | : Susan R. E. Silver-Malone |
Publisher | : |
Total Pages | : 118 |
Release | : 2017 |
Genre | : Distance education |
ISBN | : |
Cooperative learning has been popular in traditional classrooms; however, practitioners are uncertain of its efficiency in online classrooms. The purpose of this mixed-methods research was to determine if the use of cooperative learning structures in an online environment was related to greater learning, more cooperative behavior, and greater feelings of connectedness. This may be of value to students who are geographically far apart by establishing positive classroom relationships that may otherwise be lost in online teaching. In this study, I compared the implementation of the modified jigsaw strategy in five doctoral-level education classes. Furthermore, I compared student academic outcomes of traditional instructional practices to the implementation of the modified jigsaw strategy. While the study showed no significant quantitative data supporting the hypothesis that cooperative learning improves learning, it did show practical findings using the qualitative data concerning collaboration and connectedness. Creating an effective online classroom for higher education and K-12 students is imperative to the success of the learner and the instructor. Cooperative techniques (e.g., collaborative learning groups, guided inquiry, team learning, and cooperative learning activities such as Jigsaws I and II) used in the traditional classroom are often studied to gain insight in their effectiveness. With enrollment numbers increasing in higher education online classes, research must be continually and methodically undertaken to evaluate programs and teaching methods that work best in the global education platform of the online classroom.
Author | : Rebecca Barr |
Publisher | : Routledge |
Total Pages | : 1108 |
Release | : 2016-11-18 |
Genre | : Education |
ISBN | : 1351796739 |
A comprehensive overview of important contemporary issues in the field of reading research from the mid 1980s to mid 1990s, this well-received volume offers readers an examination of literacy through a variety of lenses--some permitting microscopic views and others panoramic views. A veritable "who's who" of specialists in the field, chapter authors cover current methodology, as well as cumulative research-based knowledge. Because it deals with society and literacy, the first section provides the broadest possible view of literacy. The second section defines the range of activities culturally determined to be a part of the enterprise known as literacy. The third focuses on the processes that individuals engage in when they perform the act of reading. The fourth section visits the environment in which the knowledge that comprises literacy is passed on from one generation to the next. The last section, an epilogue to the whole enterprise of reading research, provides apt philosophical reflection.
Author | : |
Publisher | : |
Total Pages | : 638 |
Release | : 1995 |
Genre | : Language and languages |
ISBN | : |
Author | : Tai A. Collins |
Publisher | : Oxford University Press, USA |
Total Pages | : 305 |
Release | : 2021 |
Genre | : Education |
ISBN | : 019006871X |
"This volume includes a variety of intervention strategies utilizing peers as change agents in school-based interventions. The book presents an updated conceptualization of PMIs, including peer-mediated academic interventions, peer-mediated behavioral interventions, and peer-mediated group supports. Each section includes a chapter describing the research supporting each type of PMI, as well as practical chapters detailing the use of different strategies. The practical chapters describe the common procedures involved in each PMI, recommendations for successful implementation with an equity lens in applied settings, and practical resources such as implementation scripts"--
Author | : Beth Andrini |
Publisher | : |
Total Pages | : 174 |
Release | : 1990 |
Genre | : Group work in education |
ISBN | : |
Grade level: 1, 2, 3, 4, 5, 6, 7, 8, k, p, e, i, s, t.
Author | : Sarah Gord |
Publisher | : Solution Tree Press |
Total Pages | : 317 |
Release | : 2020-06-30 |
Genre | : Education |
ISBN | : 1949539180 |
Fully prepare students to begin the pivotal transition from learning to read to reading to learn. Written for individual teachers and collaborative teams, this resource outlines how to craft instruction to ensure every learner masters literacy expectations in second and third grade. Readers will gain a wealth of strategies and practices for designing standards-aligned instruction, developing quality assessment, providing timely interventions, and more. Use this resource to address specific literacy challenges found within the second- and third-grade band: Understand the role professional learning communities (PLCs) play in literacy development. Learn how teams of teachers can maximize their collective strengths to make profound impacts on student literacy and reading comprehension. Obtain instructional strategies and tools, such as the pre-unit protocol (PREP), for unpacking and clarifying literacy standards. Observe how to collaboratively score quality assessments as a team and conduct effective data inquiry and analysis. Study the powerful impact literacy has on student engagement and inclusivity in grades two and three. Contents: Introduction: Every Teacher Is a Literacy Teacher Chapter 1: Establish Clarity About Student Learning Expectations Chapter 2: Examine Assessment Options for Literacy Chapter 3: Create a Learning Progression to Guide Instruction and Assessment Chapter 4: Develop Collective Understanding of Learning Expectations Chapter 5: Respond to Data to Ensure All Students Learn Chapter 6: Differentiate Instruction With Gradual Release of Responsibility Chapter 7: Plan High-Quality Literacy Instruction Chapter 8: Select Appropriate Instructional Strategies Chapter 9: Consider Equity in Literacy Epilogue Appendix A: List of Figures and Tables Appendix B: Templates and Tools Appendix C: Process for Prioritizing Standards Appendix D: Essential Understandings and Guiding Questions References and Resources Index
Author | : |
Publisher | : |
Total Pages | : 634 |
Release | : 1997 |
Genre | : Dissertations, Academic |
ISBN | : |
Abstracts of dissertations available on microfilm or as xerographic reproductions.
Author | : United States. Congress |
Publisher | : |
Total Pages | : 1526 |
Release | : 2004 |
Genre | : Law |
ISBN | : |
The Congressional Record is the official record of the proceedings and debates of the United States Congress. It is published daily when Congress is in session. The Congressional Record began publication in 1873. Debates for sessions prior to 1873 are recorded in The Debates and Proceedings in the Congress of the United States (1789-1824), the Register of Debates in Congress (1824-1837), and the Congressional Globe (1833-1873)