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A case study of effects of accelerated learning methodology on reading gains of ten middle school students in southwest WashingtonQuestad, Beverly A. 06 May 1992 (has links)
Learning disabled students in special education
programs have not been demonstrating equal achievement
gains in reading when compared to their non-handicapped
peers.
The purpose of this study was to determine the effects
of Accelerated Learning methods in teaching reading to ten
learning disabled middle school students in southwest
Washington.
Accelerated Learning (AL) was developed by Georgi
Lozanov in Bulgaria in the 1960's. The method incorporated
the fine arts, suggestion and visualization techniques with a
dynamic, active instructional presentation.
A multiple-case study design was conducted using ten
learning disabled middle school students. Each case study
used information gathered from school cumulative,
confidential and special education files, parent, teacher and
student interviews and observation. Their achievement in
reading was measured using the Woodcock-Johnson Psycho-Educational
Battery. Their reading gains, as measured after
experience in their regular classes and after special
education instruction using Englemann and Hanner's Direct
Instruction methods, were similar to Educational District
#112's learning disabled population's average gain of five
months a year. Under Eclectic instruction the subjects' gains
averaged nine and a half months per year and using AL
instruction the gain was approximately fifteen and one half
months a year.
No patterns emerged to substantiate an effect between
instructional reading treatment and behavior or attendance.
Pattern matching for grade point average was inconclusive
due to paucity of data. / Graduation date: 1992
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Teaching reading using small flexible-skills grouping and whole classroom instruction a study of project : FIRST /McCaw, Donna S. Davis-Lenski, Susan. Braun, Joseph A., January 2001 (has links)
Thesis (Ed. D.)--Illinois State University, 2001. / Title from title page screen, viewed April 20, 2006. Dissertation Committee: Susan Davis-Lenski, Joseph Braun (co-chairs), Anthony Lorsbach. Includes bibliographical references (leaves 115-139) and abstract. Also available in print.
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Radically Early College Entrants on Radically Early College Entrance: A Heuristic ExplorationJett, Noel 12 1900 (has links)
Despite the fact acceleration has been studied thoroughly as an educational practice for the gifted, early entrance to college specifically has been overlooked. Not only this, but a large portion of this research pertains to early college entrance programs, which provide resources that many early college entrants may not have. The lived experiences and perceptions of radically early college entrants (three or more years advanced) were explored through interviews and heuristic inquiry. The interviews addressed affective aspects of early college foremost, with additional discussion of academic experiences, college choice, and career outcomes. Findings support that radically early college entrants are happy with their choice overall, though more specific findings elaborate on the benefits and limitations of early college, possible regrets, and the social issues this population faces.
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Identifying Factors that Influence Perceptions of Teacher Efficacy as a Means of Building Capacity for Restructuring Schools: a Case Study ApproachSommer, Deborah 01 January 1995 (has links)
Recent efforts to restructure schools through increased teacher involvement are likely to fail without a corresponding redesign of the underlying organizational and political structure of schools. Because the current structure of most schools actually prohibits the collaboration necessary to effect change and promotes professional isolation instead, staff members faced with the tasks of restructuring experience frustration more often than success. The changes that do occur are often superficial and cosmetic while the basic hierarchy and mechanisms of control remain intact. Allowing teachers to redesign their schools, specifically to develop new models that promote interdependence and the sharing of professional expertise, provides an opportunity to explore the reasons teachers might choose to forego the relatively safe world of the self-contained classroom to participate in the often stressful and time consuming development and implementation of new approaches to teaching and learning. Exploring those factors which motivate teachers to attempt innovation and determining the attributes and beliefs of those teachers about school change is the focus of this study. The study investigates the concept of teacher efficacy, the teacher's belief that his/her actions affect student achievement or that he/she has the "ability to have a positive effect on student learning" (Ashton, 1984; Ashton & Webb, 1986). The perceptions of efficacy among selected teachers in an urban elementary school in the Northwest involved in implementing an Accelerated School model are examined in an effort to determine which factors influence those feelings. Identifying the issues which confront teachers engaged in innovation and the conditions they feel contribute to their success or failure is also an outcome. Increased efficacy, the perceived ability to "make a difference," is critical to classroom effectiveness and efforts to restructure schools. Data were obtained during the 1993-1994 school year by means of an efficacy scale based on the model developed by Gibson and Dembo (1984), structured interviews with selected teachers, an open-ended questionnaire, and observations during a sharing session with teachers in a nearby district considering a similar innovation.
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A study of the growth and development of a gifted child enrolled in a public elementary school in southwestern VirginiaWorley, Charles Thomas January 1958 (has links)
M.S.
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The Launching of an Accelerated School: A Case StudyMontgomery, Alcynthia R. (Alcynthia Rose) 05 1900 (has links)
The purpose of this qualitative study was to explore the readiness, planning, training and implementation stages of staff development in the implementation of the Accelerated Schools Program in a suburban elementary school. The research questions focused on how the school became interested in the accelerated program; the steps that were taken to make the school ready to accept the program; the training made available to the staff, parents and students; how teacher approval and acceptance were achieved; and how the implementation was initiated and to what degree.
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The Historical Development of the Texas Academy of Mathematics and Science 1987-1992Stride, Cindy F. (Cindy Flanagan) 05 1900 (has links)
This study is a historical analysis of the significant events that led to the creation and evolution of the Texas Academy of Mathematics and Science (TAMS), from 1987 through 1992, and a description of the key individuals contributing to the development of the program. Included is a historical review of early college entrance and acceleration practices in the American educational system. In addition, the development of residential programs for mathematically and scientifically precocious high school-aged youths is offered. On June 23, 1987, the Texas Academy of Mathematics and Science was established by the 70th Texas Legislature. Though fourth in a line of special programs created for mathematically and scientifically able high school-aged youths, the TAMS model significantly deviated from its predecessors. Only the accelerative TAMS model would offer a college curriculum taught by college faculty and the opportunity to concurrently complete the last two years of high school and the first two years of college. From the inception of the program in 1987 through 1992, changes would occur. From 1987 through the summer of 1988, the development of the curriculum, student life program, and admissions process took place. From 1988 through 1989 the inaugural class was introduced to the program, and legislative funding was approved in the 71st Texas Legislative Session. From 1989 through 1992, the program further expanded to an enrollment of 335 students who were assisted by more than thirty full and part-time staff members. The academic, admissions, and student life components further evolved to better identify, recruit, and nurture the intellectual and emotional development of these gifted adolescents. In 1992 the TAMS program was selected for the "Texas Excellence in Higher Education Award," for outstanding contributions to higher education within the state of Texas. In addition, one nationally acclaimed authority on programs for gifted youth, Julian Stanley, hailed the TAMS model superior in approach to all other similar existing schools. From 1987 through 1992, the Texas Academy of Mathematics and Science metamorphisized to become an award winning, nationally acclaimed accelerative model for mathematically and scientifically gifted high school-aged youth.
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Family and Self-concept Factors Contributing to the Adjustment and Achievement of Early EntrantsCaplan, Sheryl Mink 12 1900 (has links)
The purpose of this study was to investigate the role of students' self-concept and their perceptions of family environment in the psychosocial adjustment and academic achievement of accelerated college students in a residential program. A secondary purpose was to investigate the differential role of those factors for students of diverse ethnic backgrounds.
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Application of accelerated learning techniques with particular reference to multiple intelligencesPienaar, Hester Catharina 31 March 2008 (has links)
The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach.
A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom.
A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods.
It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach. / EDUCATIONAL STUDIES / MED (DIDACTICS)
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Application of accelerated learning techniques with particular reference to multiple intelligencesPienaar, Hester Catharina 31 March 2008 (has links)
The aim of this study was to determine the possible successes and pitfalls in implementing a process to accelerate learning and raise learner performance through a multiple intelligence approach.
A study of the theory of Multiple Intelligences was conducted which also implied a thorough study of the physiology of the brain, how it learns and how it should be utilised in the classroom.
A case study was conducted amongst the learners and teachers of a specific school to determine their ability, willingness to change and their performance in the application of Multiple Intelligences in the classroom. The challenges associated with the implementation of the MI approach were established through different methods.
It was found that teachers have much more difficulty in adapting to a new teaching approach than the learners. Time constraints, constant monitoring and support, teacher training, teachers' attitude to change, big classes, a lack of resources and teacher resistance added to the reality which policy makers have to consider in implementing a new approach. / EDUCATIONAL STUDIES / MED (DIDACTICS)
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