Journal of Applied and Educational Research最新文献

Journal of Applied and Educational Research - Front matter and table of contents 应用与教育研究杂志-封面和目录

Journal of Applied and Educational Research Pub Date : 1900-01-01 DOI: 10.58809/vhka7557

Dharmananda Jairam, null null

引用次数: 0

Getting into character: A qualitative study on readers’ theater and fluency 进入角色:读者戏剧与流畅性的质性研究

Journal of Applied and Educational Research Pub Date : 1900-01-01 DOI: 10.58809/qopy1209

Natalie Frericks, null null

引用次数: 0

The Effects of Ability Grouping on Kindergarten Students’ ReadingAchievement 能力分组对幼儿园学生阅读成绩的影响

Journal of Applied and Educational Research Pub Date : 1900-01-01 DOI: 10.58809/ebzw2942

K. Nauman

{"title":"The Effects of Ability Grouping on Kindergarten Students’ ReadingAchievement","authors":"K. Nauman","doi":"10.58809/ebzw2942","DOIUrl":"https://doi.org/10.58809/ebzw2942","url":null,"abstract":"The number of elementary students in the United States reading at a proficient level is significantly low. Elementary schools in the United States need to increase the number of students reading at the proficient level in order to move towards success in other subject areas, raise graduation rates, increase economic opportunities, and boost the likelihood of favorable long term health. Foundational reading skills, beginning in kindergarten, are an early predictor of future reading proficiency. Homogeneous ability grouping is one instructional strategy that can help students master foundational reading skills. Ability grouping is an educational practice that can be used with all students. Few studies exist in the research involving American kindergarten students' participation in homogeneous ability groups. This research seeks to fill that gap by testing the effects of ability grouping on kindergarten students' reading achievement. This study utilized an AB research design over the course of 12 weeks in a kindergarten classroom. In this study, all 24 students in the kindergarten class completed the FAST one-minute letter sound fluency assessment, Form 1, to establish a baseline score. The students received six weeks of foundational skills instruction during the baseline phase. During the intervention phase, the students spent six weeks engaged in homogeneous ability groups. It was hypothesized that kindergarten students who participated in an ability-grouped intervention in the area of reading would make greater gains in letter sound fluency than when not participating in a homogeneous ability-grouped intervention. A dependent samples t-test and subsequent analysis of the results did not support this hypothesis.","PeriodicalId":111286,"journal":{"name":"Journal of Applied and Educational Research","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123735661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects on Practice Frequency and Efficiency of Teaching Practice Strategies to Band Students 实践策略教学对乐队学生实践频率和效率的影响

Journal of Applied and Educational Research Pub Date : 1900-01-01 DOI: 10.58809/jymi9090

V. Leavitt, null null

引用次数: 0

Small Group Skills Based Instruction and Reading Fluency: A Fourth Grade Classroom Study 基于小组技巧的教学和阅读流畅性:四年级课堂研究

Journal of Applied and Educational Research Pub Date : 1900-01-01 DOI: 10.58809/hnbt3780

Stephanie Felts, null null

{"title":"Small Group Skills Based Instruction and Reading Fluency: A Fourth Grade Classroom Study","authors":"Stephanie Felts, null null","doi":"10.58809/hnbt3780","DOIUrl":"https://doi.org/10.58809/hnbt3780","url":null,"abstract":"Reading fluency instruction takes place in schools across the nation. Fluency assesses how many correct words a student can read per minute, while also using speed, accuracy, and expression. Many schools across the nation report low reading fluency scores. Students who struggle with reading fluency can lead to essential problems as a child grows causing behavior and social issues, along with unemployment. Students may lack confidence or improvement when they are reading stories out of their level because of poor instruction. Reading fluency issues increase from inconsistent practice, inappropriate reading passages for their levels, and lack of differentiated instruction. Educators may lack proper training in fluency causing them to teach ineffectively or neglect fluency altogether. The purpose of this study is to determine the effect of small group reading instruction and reading fluency scores compared to whole group instruction. Twenty-three fourth grade students from an urban school district will be part of a research group to test whether small group instruction using learning styles benefits their fluency scores. The independent variables are small group and whole group instruction, while the dependent variable is the FAST reading fluency score. The hypothesis is that small group instruction focused on learning styles will improve fourth grade reading fluency more than whole group instruction. The results showed both whole group and small group instruction improved reading fluency scores, but small group instruction had more improvement. The hypothesis proved to be true that small group instruction using learning styles would improve reading fluency scores more than whole group instruction.","PeriodicalId":111286,"journal":{"name":"Journal of Applied and Educational Research","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127618716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effects of Animal-Assisted Therapy on the Self-Reported Test Anxiety in 6th Grade Students with Test Anxiety 动物辅助治疗对六年级考试焦虑学生自述考试焦虑的影响

Journal of Applied and Educational Research Pub Date : 1900-01-01 DOI: 10.58809/fkzp3779

Jon Markus, null null

{"title":"The Effects of Animal-Assisted Therapy on the Self-Reported Test Anxiety in 6th Grade Students with Test Anxiety","authors":"Jon Markus, null null","doi":"10.58809/fkzp3779","DOIUrl":"https://doi.org/10.58809/fkzp3779","url":null,"abstract":"While there have been numerous studies showing animal-assisted therapy’s (AAT) positive influence on students’ reading proficiency in school settings and patients’ anxiety levels in hospital settings, little data exists showing the relationship between AAT and the reduction in anxiety, specifically test anxiety, in school children. This sixteen-week study investigated the effects of AAT on student, self-reported test anxiety. Participants in this study were only those students with high and extremely high levels of test anxiety. Using an AB research design, participants received no AAT prior to or during academic testing during the baseline. At the start of the intervention, participants received training on how to utilize a therapy dog’s influence during academic testing. Participants were also provided a therapy dog during academic testing. It was predicted that participants’ self-reported test anxiety scores would decrease on the Westside Test Anxiety Scale from the baseline to the end of the intervention phase due to the implementation of ATT. Statistical analysis was done with a dependent samples t-test, comparing the results of the baseline to those of the treatment. This analysis confirmed this researchers hypothesis that the intervention of AAT provided some relief from test anxiety in 6th grade students with high to extremely high-test anxiety.","PeriodicalId":111286,"journal":{"name":"Journal of Applied and Educational Research","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116028728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effects of Repeated Reading on Grade-Level Fluency Growth and Proficiency in First Grade 重复阅读对一年级学生年级水平流畅性、熟练程度的影响

Journal of Applied and Educational Research Pub Date : 1900-01-01 DOI: 10.58809/cpni1958

Mallory Wilson-Anderson, null null

{"title":"The Effects of Repeated Reading on Grade-Level Fluency Growth and Proficiency in First Grade","authors":"Mallory Wilson-Anderson, null null","doi":"10.58809/cpni1958","DOIUrl":"https://doi.org/10.58809/cpni1958","url":null,"abstract":"Throughout the country, students were identified as, “at risk” due to their lack of fluency proficiency on the Formative Assessment for Teachers (FAST). Students who did not attain grade-level fluency suffered from comprehending text, which negatively affected the process of reading to learn. Teachers actively explored fluency-building activities to continue to meet the needs of the “at risk” early childhood reading population. According to the fall 2016 FAST assessment, 26.9% of students within the building were not proficient. Due to the significance of students attaining grade-level fluency proficiency, this study investigated if implementing repeated reading instruction aided first-grade students in obtaining a significantly greater increase in word growth in grade-level reading. Repeated reading instruction utilized teacher modeling, partner reading, and independent reading in this study. The research design was an experimental design in which students were selected to participate in the experimental and control groups randomly. Twenty first-grade students were involved in this study with 10 students selected randomly from each classroom. The experimental group utilized the treatment, repeated reading instruction. The control group continued to receive small group guided reading instruction and the language arts curriculum as established by the school district. It was predicted that if repeated reading instruction was utilized daily for eight weeks, participants in the experimental group would obtain a significantly greater increase in word growth than the control condition in grade-level reading. The results of this study confirmed the prediction and showed a statistically significant difference in obtaining a greater increase in word growth in first-grade level reading..","PeriodicalId":111286,"journal":{"name":"Journal of Applied and Educational Research","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121875489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Effects of Individualized Literacy Interventions on Eighth-Grade Students’ Perceived Self-Efficacy in Content Reading and Reading Achievement 个性化读写干预对八年级学生内容阅读自我效能感和阅读成绩的影响

Journal of Applied and Educational Research Pub Date : 1900-01-01 DOI: 10.58809/zjcd6812

Sara D Kellogg, null null

{"title":"The Effects of Individualized Literacy Interventions on Eighth-Grade Students’ Perceived Self-Efficacy in Content Reading and Reading Achievement","authors":"Sara D Kellogg, null null","doi":"10.58809/zjcd6812","DOIUrl":"https://doi.org/10.58809/zjcd6812","url":null,"abstract":"Many middle school students struggle to reach proficiency in reading. The implications of their struggle for success in high school and beyond are far-reaching. Literacy interventions at the middle school level are vital to addressing skill deficiencies and related challenges facing adolescents in the United States. Using individualized literacy interventions featuring fluency, guided reading, word study, and academic vocabulary this study examined grade equivalencies of 41 eighth-grade students over a four-month period. Twenty of the 41 students were randomly selected and randomly assigned to one of two groups: (a) weekly one-to-one self-efficacy debriefing sessions (experimental, n=9) and (b) no debriefing sessions (control, n=10). (One student left the school district during the study.) The Self-Efficacy Formative Questionnaire was administered on a pre-test/post-test basis to the 19 randomly selected students. Results were analyzed using an independent sample t-test to determine the effectiveness of the conferencing interventions and indicated a clear, yet non-significant pattern of a sense of literacy-related selfefficacy on the part of the 9 students who received the weekly self-efficacy debriefing sessions.","PeriodicalId":111286,"journal":{"name":"Journal of Applied and Educational Research","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114999534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Thematic Analysis of Social Issues in Ten Young Adult Novels 十部青少年小说社会问题的主题分析

Journal of Applied and Educational Research Pub Date : 1900-01-01 DOI: 10.58809/kpis6387

Brittany E. Sale, null null

引用次数: 0

The Effects of Art Integration on Math Achievement of 6th Grade Male Students 艺术整合对六年级男生数学成绩的影响

Journal of Applied and Educational Research Pub Date : 1900-01-01 DOI: 10.58809/myma4144

Greta Mountain, null null

{"title":"The Effects of Art Integration on Math Achievement of 6th Grade Male Students","authors":"Greta Mountain, null null","doi":"10.58809/myma4144","DOIUrl":"https://doi.org/10.58809/myma4144","url":null,"abstract":"The United States educational system continues to cut back on art programing; however, international statistics report countries with a stronger art presence continuously perform at higher academic levels. Art integration provides multiple pathways through curriculums and enables engaging learning environment. Art integration refers to three forms of art collaboration: learning in core subjects with and through the arts, creating interdisciplinary connections throughout curriculums and collaboration engagement. When all three of these forms are combined, casual relationships with increased student achievement and higher levels of engagement are formed. This study examined the effects of art integration on math achievement on male middle school students. The control and experimental group completed a pre- and post-test to assess academic achievement. The control group received math instruction from the math teacher using textbooks, teacher created problems, and only math content, while the experimental group received math instruction with art integration. Student engagement was also measured for both groups. It was hypothesized that art integration would increase academic achievement and student engagement in math for 6th grade boys. Results from four independent sample t-tests supported the hypothesis.","PeriodicalId":111286,"journal":{"name":"Journal of Applied and Educational Research","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131037447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1