How to Make Additional Time Matter: Integrating Individualized Tutorials into an Extended Day

2015 ◽  
Vol 10 (1) ◽  
pp. 81-116 ◽  
Author(s):  
Matthew A. Kraft
Keyword(s):  
Language Arts ◽  
English Language ◽  
College Graduates ◽  
Public High School ◽  
Full Time ◽  
Additional Time ◽  
School Day ◽  
Tenth Grade ◽  
Extended Day ◽  
Quasi Experimental

Evidence on the effect of extending the school day is decidedly mixed because of the stark differences in how schools use additional time. In this paper, I focus narrowly on the effect of additional time used for individualized tutorials. In 2005, MATCH Charter Public High School integrated two hours of tutorials throughout an extended day. The unanticipated implementation of this initiative and the school's admissions lottery allow me to use two complementary quasi-experimental methods to estimate program effects. I find that providing students with daily tutorials that are integrated into the school day and taught by full-time, recent college graduates increased achievement on tenth-grade English language arts exams by 0.15–0.25 standard deviations per year. I find no average effect in mathematics beyond the large gains students were already achieving, although quantile regression estimates suggest the tutorials raised the lowest end of the achievement distribution in mathematics.

scholarly journals The Effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan

2019 ◽  
Vol 3 (20) ◽  
Author(s):  
Hanan Salam Hassan Alhayawat
Keyword(s):  
English Language ◽  
Skill Development ◽  
Reading Skill ◽  
The Self ◽  
Analysis Of Covariance ◽  
Significant Difference ◽  
Tenth Grade ◽  
Quasi Experimental ◽  
Reading Skill Development ◽  
Experimental Group

The purpose of this study was inquiring the effect of Self-Questioning Strategy in the Reading Skill Development in the English language for students of the tenth grade in Jordan.                                                                         To achieve goals of this study, a test has been developed to observe the Development of reading skill. The researcher adopted a quasi-experimental approach in which the experimental group consisting of (30) students was taught in accordance with Self-Questioning Strategy. At the same time, the controlled group consisting of (30 students) was taught in the traditional way. The tests and the motive measuring was applied prior and post- teaching on both groups. The Analysis of Covariance results (ANCOVA) indicated a significant difference at (α≤0.05) between the two groups, which is attributed to the Self-Questioning Strategy, in developing the reading skill, of Learning English language Course for the experimental group. The results also indicated variation in the performance of (the experimental group) students in the Self-Questioning Strategy in the Reading Skill Development (in developing the Academic achievement. The study recommended introducing the Self-Questioning Strategy in the teaching of English language Course, and conducting other similar studies in different educational stages.    

scholarly journals Lazy or Dyslexic: A Multisensory Approach to Face English Language Learning Difficulties

2020 ◽  
Vol 13 (5) ◽  
pp. 34
Author(s):  
Yanilis Romero
Keyword(s):  
Language Learning ◽  
English Learners ◽  
English Language ◽  
Public High School ◽  
Academic English ◽  
Minimal Pairs ◽  
Low Achieving Students ◽  
Grammar Rules ◽  
Tenth Grade ◽  
Specific Difficulty

An investigation was conducted to help weak academic English learners in a public high school in Colombia, as they seemed to be facing a learning specific difficulty called dyslexia. A focus group of ten students from ninth and tenth grade was the beneficiaries of the design, implementation, and assessment of five multisensory activities to help students decrease their struggles while learning the foreign language (English). For the present action research, five activities were applied during two academic terms (six months) where students were taught verbs, grammar rules, question words, and minimal pairs to help them do better while reading. Outcomes showed that low academic students tend to have a better performance when teachers target multisensory activities to assist them in their learning process related to grammar within the English sessions. Color-coded activities help low achieving students to exercise and remember more easily as senses are engaged while learning, reading exercises are better approached if their workload is split into smaller quantities compare to regular learners.

scholarly journals Human Capital and English Language Proficiency in the Chinese Context

2019 ◽  
Vol 15 (3) ◽  
pp. 73
Author(s):  
Xiaoyu Luo ◽  
Shawn P. Daly
Keyword(s):  
College Students ◽  
Human Capital ◽  
Language Proficiency ◽  
English Language ◽  
College Graduates ◽  
Theoretical Perspective ◽  
Economic Value ◽  
English Language Proficiency ◽  
Full Time ◽  
Chinese College Students

The employment problem of college graduates has evoked concern around the world, which is particularly prominent in China in recent years. At the same time, English language proficiency of Chinese college students has been emphasized within their university academic requirements as well as from prospective employers. The consequent market pressure on Chinese college students to obtain language qualifications has created an environment where not only the utility, but also the symbolic value of English proficiency has become essential. Human capital theory describes the complex connection between language proficiency and employment, as a foreign language skill, English is similar to other human capital and has the potential for economic value. From the theoretical perspective for relationship between English language proficiency and employment of college graduates based on human theory, recommendations are made for further both scholarly research and practitioner policies, namely: National College English Teaching Syllabus, Regulations for Full-time Undergraduate Bachelor’s Degree-granting, and Regulations for the Graduation Project.

scholarly journals The Effect of an LGBTQ Themed Literary Instructional Unit on Adolescents’ Homophobia

2016 ◽  
Vol 2 (1) ◽  
pp. 1-34 ◽  
Author(s):  
Victor Malo-Juvera
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
English Language ◽  
Instructional Unit ◽  
Language Arts Instruction ◽  
Homophobic Violence ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Differing Effect ◽  
Post Hoc

Numerous scholarly works extol the use of LGBTQ themed literature as part of English language arts instruction with the implication that its use may improve the school climate for LGBTQ students; however, there is a dearth of research that empirically examines whether or not this type of instruction measurably impacts adolescents’ homophobia.  To address this paucity, this study examined the ability of a dialogically organized, reader response–based instructional unit of the young adult novel Geography Club to reduce adolescents’ homophobia.  A quasi-experimental design was used with eighth grade students in seven English language arts classes.  Homophobia was measured using a researcher-created scale.  Analysis of pretests revealed that girls had lower levels of homophobia than boys and that Black students had higher levels of homophobia than Hispanic students.  Posttest results indicated that the intervention was successful in lowering homophobia.  Exploratory factor analysis revealed a three factor solution: Interpersonal Homophobia, Attitudes toward Homophobia, and Sexuality as a Choice.  Post-hoc tests revealed differing effect sizes for the aforementioned factors as well as showing that there was no backlash to treatment in participants with high pretest homophobia.  This paper argues that schools and teacher education programs should make a serious effort to incorporate LGBTQ themed texts into curricula as part of a concerted effort to reduce the culture of homophobic violence that has become institutionalized in many schools.

scholarly journals Efecto de la doble jornada escolar en el desempeño académico de los estudiantes colombianos: Un análisis empírico para informar la política de jornada única

2018 ◽  
Vol 26 ◽  
pp. 81
Author(s):  
Claudia Patricia Ovalle-Ramirez
Keyword(s):  
Standardized Test ◽  
Quantitative Reasoning ◽  
Time Shift ◽  
Full Time ◽  
Ministry Of Education ◽  
School Day ◽  
Quasi Experimental ◽  
Full Shift ◽  
National Databases ◽  
Morning Shift

To establish the effect of the school shift on students’ performance in Quantitative Reasoning, Science and Reading (measured with standardized test SABER11) a quasi-experimental research design was implemented. In order to obtain matched samples Propensity Score Matching was used. Data comes from both single shift schools (including either Full time shift, Morning shift or Afternoon shift) used as control groups (or counterfactuals) and Double shift schools (including both Morning and Afternoon shifts, but serving different students) as experimental group. National Databases such as National Educational Survey C-600, National Ministry of Education SIMAT, and National Standardized Tests (SABER11) were used. The results indicate that the double shift schools increase between 2% and 6% of a standard deviation of the Quantitative Reasoning results, between 1% and 5% in Science and between 1% and 6% in Critical Reading. Institutions that have a single day, whether full shift, morning shift or afternoon shift, showed a decrease in test results. These results can inform those who make educational policies and the countries where they plan to implement the extension of the school day as a strategy of educational quality and equity.

scholarly journals The Effectiveness of Flipped Classroom Approach on Students’ Achievement in English Language in Saudi Arabian Southern Border Schools

2020 ◽  
Vol 13 (9) ◽  
pp. 66
Author(s):  
Ali H. Najmi
Keyword(s):  
Flipped Classroom ◽  
English Language ◽  
Traditional Approach ◽  
Saudi Arabian ◽  
School Day ◽  
Post Test ◽  
Quasi Experimental ◽  
Flipped Classrooms ◽  
The Impact ◽  
Schooling System

The multi-shift schooling system was adopted in Saudi Arabian southern borders schools as a result of the Arab coalition efforts to end the coup and restore the state institutions in Yemen. This has left the education community with the perception of inadequate learning time and the possible of creation of learning deficits for all students involved. Using the flipped classroom approach, this study explores this perception of learning and educational gaps resulting from the reduction of the class time and the school day. This study was executed in 2018 and used a quasi-experimental approach to explore the impact of the flipped classroom approach on students’ academic achievement in English language. A pre and post test was utilized to obtain the data. The result revealed that students taught in a flipped classroom approach achieved higher than their counterpart peers taught in the traditional approach. The study recommended the use of the flipped classrooms approach in hazardous areas or areas where there is a need to adopt multi-shift schooling system.

scholarly journals THE EFFECT OF PRAISE-QUESTION-POLISH (PQP) STRATEGY ON STUDENTS’ WRITING DESCRIPTIVE TEXT OF THE TENTH GRADE STUDENTS OF SMA SWASTA YPIS MAJU BINJAI

2019 ◽  
Vol 11 (2) ◽  
pp. 82-87
Author(s):  
Ummi Umara
Keyword(s):  
Null Hypothesis ◽  
Teaching And Learning ◽  
English Language ◽  
Alternative Hypothesis ◽  
Language Skills ◽  
Control Group ◽  
Good Strategy ◽  
School Based ◽  
Tenth Grade ◽  
Quasi Experimental

Based on School Based Curriculum, writing is one of the English language  skills that must be taught and learned in Senior High School. SMA Swasta YPIS Maju Binjai is a school which uses K13 as the curriculum in the teaching and learning process. After doing observation in SMA Swasta YPIS Maju Binjai, the writer found that the students were difficult in developing a descriptive text. In this case, the teacher was expected to find a good strategy in order to give a contribution to increase the students’ ability in writing a descriptive text by applying Praise-Question-Polish (PQP) Strategy as a replacement of previous strategy or technique.This research consisted of two variables, they were Praise-Question-Polish Strategy as variable X, and students’ writing descriptive text as variable Y. The type of this research was an experimental research. The writer used a quasi-experimental design with nonequivalent control group which was intended to find out the effect of using Praise-Question-Polish (PQP) Strategy on students’ writing descriptive text of the tenth grade students of SMA Swasta YPIS Maju Binjai.In  analyzing  the  data,  the  writer  used a statistical  analysis  which  used t-table. It was obtained that t-obtained was higher than t-table. It means, null hypothesis (H0) was rejected, and alternative hypothesis (Ha) was accepted. It could be stared that 6,971 > 1,672. In conclusion, there was a significant effect of using praise-question-polish strategy on students’ writing descriptive text of the tenth grade students of SMA Swasta YPIS Maju Binjai.

Computer Science Trends and Trade-offs in California High Schools

2021 ◽  
pp. 0013161X2110548
Author(s):  
Paul Bruno ◽  
Colleen M. Lewis
Keyword(s):  
Language Arts ◽  
Computer Science ◽  
Test Scores ◽  
English Language ◽  
School Leaders ◽  
School Level ◽  
Trade Offs ◽  
Level Data ◽  
Quasi Experimental ◽  
Staff Level

Purpose: We aim to better understand the curricular, staffing, and achievement trade-offs entailed by expansions of high-school computer science (CS) for students, schools, and school leaders. Methods: We use descriptive, correlational, and quasi-experimental methods to analyze statewide longitudinal course-, school-, and staff-level data from California, where CS course taking has expanded rapidly. Findings: We find that these rapid CS course expansions have not come at the expense of CS teachers’ observable qualifications (namely certification, education, or experience). Within-school course taking patterns over time suggest that CS enrollment growth has come at the expense of social studies, English/language arts (ELA), and arts courses, as well as from other miscellaneous electives. However, we find no evidence that increased enrollment of students in CS courses at a school has a significant effect on students’ math or ELA test scores. Implications: Flexible authorization requirements for CS teachers appear to have allowed school leaders to staff new CS courses with teachers whose observable qualifications are strong, though we do not observe teachers’ CS teaching skill. Increasing CS participation is unlikely to noticeably improve school-level student test scores, but administrators also do not need to be overly concerned that test scores will suffer. However, school leaders and policymakers should think carefully about what courses new CS courses will replace and whether such replacements are worthwhile.

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