Assessment of Teacher Beliefs and Perceptions about the Effects of Computer-Based Technology on Reading and Language Arts Achievement

2009 ◽  
Vol 5 (1) ◽  
pp. 72-80
Author(s):  
Samuel Securro ◽  
◽  
Jenny Mayo ◽  
Leslie Rinehart ◽  
◽  
...  
Keyword(s):  
Teacher Beliefs ◽  
Language Arts ◽  
Language Arts Achievement ◽  
Computer Based

Suspensions and Achievement: Varying Links by Type, Frequency, and Subgroup

2018 ◽  
Vol 47 (6) ◽  
pp. 363-374 ◽  
Author(s):  
NaYoung Hwang
Keyword(s):  
Student Achievement ◽  
Language Arts ◽  
Educational Outcomes ◽  
English Language ◽  
Elevated Risk ◽  
Time Points ◽  
Suggestive Evidence ◽  
Language Arts Achievement ◽  
Type Frequency ◽  
Unique Dataset

Researchers have shown that receiving suspensions is associated with negative educational outcomes. However, existing studies fail to control for unobservable differences between those students who received suspensions and those who did not. In this study, I compare achievement for a given student across school quarters with varying types and levels of suspensions by taking advantage of a unique dataset that measures student achievement at 12 time points across 3 academic years. Results show that multiple suspensions are associated with lower math and English language arts achievement even after controlling for differences between students. Furthermore, I find suggestive evidence that these associations are stronger for students who have an elevated risk of suspensions.

A Model of Academic Enablers and Elementary Reading/Language Arts Achievement

2002 ◽  
Vol 31 (3) ◽  
pp. 298-312 ◽  
Author(s):  
James Clyde DiPerna ◽  
Robert J. Volpe ◽  
Stephen N. Elliott
Keyword(s):  
Language Arts ◽  
Elementary Reading ◽  
Academic Enablers ◽  
Language Arts Achievement

Effects of Organizational Climate and Sex on the Language Arts Achievement of Disadvantaged Sixth Graders1

1973 ◽  
Vol 67 (4) ◽  
pp. 177-181
Author(s):  
Frederick John Gies ◽  
B. Charles Leonard ◽  
Jon J. Denton ◽  
John B. Madden
Keyword(s):  
Organizational Climate ◽  
Language Arts ◽  
Language Arts Achievement

scholarly journals The Variation in Student Achievement and Behavior Within a Portfolio Management Model

2016 ◽  
Vol 38 (4) ◽  
pp. 669-691 ◽  
Author(s):  
Andrew J. McEachin ◽  
Richard Osbourne Welsh ◽  
Dominic James Brewer
Keyword(s):  
Student Achievement ◽  
Language Arts ◽  
Portfolio Management ◽  
English Language ◽  
Opportunity To Learn ◽  
School Type ◽  
New Governance ◽  
Language Arts Achievement ◽  
And Behavior ◽  
Governance Reforms

A growing number of states experimented with alternative governance structures in response to pressure to raise student achievement. Post-Katrina experimentation in New Orleans was widely regarded as a model example of new governance reforms and provided a unique opportunity to learn about the variation in student achievement and behavior within and between school sectors and school types. Our results indicated many of the sector and school type combinations that produced higher math and English Language Arts achievement also positively impacted students’ behavior, suggesting that the achievement results were not merely driven by teaching to the test. Finally, our results suggested in a low-performing district, schools may benefit from the collaborative opportunities of belonging to a local school district or network of schools.

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