The Effects Of Self Correction On The Spelling Achievement Of Third Grade African American Males
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Author | : Dapheny Zakiah D. Little |
Publisher | : |
Total Pages | : 194 |
Release | : 1996 |
Genre | : |
ISBN | : |
Results of weekly posttest indicated that the self-correction method was more effective in improving the spelling performance of two out of three students. Two participants learned more words during the self-correction method while one participant learned one more word in weekly posttest of the traditional condition. There were no significant difference among student participants in the generality measures. Two out of three students generalized an average of one more word in the self-correction, while one student generalized one more word in the traditional condition.
Author | : Connie Lowery Wirtz |
Publisher | : |
Total Pages | : 146 |
Release | : 1992 |
Genre | : |
ISBN | : |
Author | : Michele Lee Teke |
Publisher | : |
Total Pages | : 180 |
Release | : 1996 |
Genre | : Language and languages |
ISBN | : |
This study suggests that these procedures might better be used as supplementary or remedial procedures than as the only method for instructing spelling words.
Author | : Tracy A. Spaine |
Publisher | : |
Total Pages | : 174 |
Release | : 1999 |
Genre | : |
ISBN | : |
Abstract: Spelling is a necessary and integral part of written communication. However, some students struggle to maintain 'good' spelling and are judged accordingly. Students who have been labeled as having a learning disability or are 'at-risk' in the world of academia are more inclined to have difficulty with the process of learning to spell and being successful spellers.
Author | : Marti Elnora McGuffin |
Publisher | : |
Total Pages | : 212 |
Release | : 1995 |
Genre | : |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 690 |
Release | : 1997 |
Genre | : Language and languages |
ISBN | : |
Author | : Sheila Long |
Publisher | : |
Total Pages | : 316 |
Release | : 2017 |
Genre | : Academic achievement |
ISBN | : |
The purpose of this mixed methods study was to determine how culturally relevant pedagogy affects African American males' academic achievement in literacy. The study examined the perceptions of third grade teachers and third grade African American male students about the use of culturally relevant pedagogy in their classrooms. Culturally relevant pedagogy is defined operationally as "student-centered approach to teaching in which the students' unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about the student's cultural place in the world." Culturally relevant pedagogy is consistent with students' values and culture that ensures academic achievement while still meeting the expectations of the school district and state requirements. This study was a sequential explanatory mixed method study. Phase one of the study was a quantitative survey of 20 questions that was completed by 8 3rd grade teachers. A small sample size. The data was analyzed using matched pair T-Test of teachers' perceptions of culturally responsive literacy use in the classrooms and African American males' vocabulary. In addition to the surveys, Pre- and Post-Vocabulary Tests were collected from 47 3rd grade African American males who attend school in this predominantly white school district. Phase II of the study was a convenience sample of 9 3rd grade teachers and 19 African American males 3rd grade students. I investigated the students' perceptions of culturally responsive pedagogy through the use of the Journeys (2013) basal series in classrooms. The data was collected and analyzed using interviews and observations. The following questions were addressed to explore the research topic: First, how does the use of culturally responsive pedagogy increase African American males' achievement in literacy as measured by I-Ready assessment? Second, what perceptions do teachers have about the use of culturally responsive pedagogy in their classrooms? Third, what perceptions do third grade African American male students have about the use of culturally responsive pedagogy in their classrooms? The findings of the study showed that African American males' literacy scores increased with the implementation of culturally responsive pedagogy using the Journeys' (2013) Basal series.
Author | : Marion M. Mayer |
Publisher | : |
Total Pages | : 182 |
Release | : 1963 |
Genre | : English language |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 776 |
Release | : 2001 |
Genre | : Dissertation abstracts |
ISBN | : |
Author | : Kathleen Luszcak |
Publisher | : |
Total Pages | : 146 |
Release | : 1995 |
Genre | : Education, Elementary |
ISBN | : |