Journal of Applied and Educational Research最新文献

筛选

英文中文

Art Integration in Urban Elementary Schools: Can it Improve Student Learning Outcomes in Other Subject Areas? 城市小学的艺术整合:能提高学生在其他学科领域的学习成果吗?

Journal of Applied and Educational Research Pub Date : 1900-01-01 DOI: 10.58809/izdq4092

J. Flynn, null null

{"title":"Art Integration in Urban Elementary Schools: Can it Improve Student Learning Outcomes in Other Subject Areas?","authors":"J. Flynn, null null","doi":"10.58809/izdq4092","DOIUrl":"https://doi.org/10.58809/izdq4092","url":null,"abstract":"Teachers and students nationwide are struggling to address the disparity in academic achievement between students in urban, socioeconomically underprivileged and racially segregated school districts, and their more affluent, white, suburban counterparts. Poorer urban schools are also less likely to have adequate funding and support for arts programs. Educators must thus look outside of traditional learning models and explore all opportunities to engage their students and create learning opportunities. Arts integration has been shown to improve student attitudes and engagement, along with a potential to “transfer” skills and knowledge to other subject areas. This study sought to examine whether the integration of art in project-based learning could improve student learning outcomes for fifth graders in an urban elementary school. The study examined three separate classes of fifth grade students who attend a Title 1 school in Hartford, CT. All of the students participated in the same curriculum study of the Universal Declaration of Human Rights in their English Language Arts Expeditionary Learning unit. The three classes each received a different level of integrated arts learning in their visual arts classes, ranging from none (control), to moderate, to intense. Student learning outcomes were measured by comparing students’ scores on the English Language Arts Expeditionary Learning Unit Assessment test at the end of each module. As students’ level of arts integration increased, their unit assessment scores also increased, confirming the hypothesis of the study.","PeriodicalId":111286,"journal":{"name":"Journal of Applied and Educational Research","volume":"201 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":"122407749","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 a Token Reward System on Reading Comprehension 象征性奖励制度对阅读理解的影响

Journal of Applied and Educational Research Pub Date : 1900-01-01 DOI: 10.58809/xpyx2286

Sarah Boyer, null null

{"title":"The Effects of a Token Reward System on Reading Comprehension","authors":"Sarah Boyer, null null","doi":"10.58809/xpyx2286","DOIUrl":"https://doi.org/10.58809/xpyx2286","url":null,"abstract":"In our educational system today, a student's academic success is the result of good classroom management and self-reinforcement. While some students can achieve success in school due to intrinsic motivation, others may need more. Reading comprehension skill is essential for the early education years and is critical in all aspects of a student’s life. The aim of this study was to analyze the relationship between a token reward system and reading comprehension scores. This study was structured as a quasi-experimental AB design and included two separate phases over a course of 12 weeks with 12 middle school participants. Phase A was a six-week treatment phase in which a token reward system was implemented to test its effects on reading comprehension scores. Phase B was the second half of the study, where the token reward system was discontinued and reading comprehension scores continued to be monitored. Data was collected and analyzed on the effects the token reward system had on reading comprehension scores using a paired sample t-test. This author hypothesized that with the implementation of a token reward system, the participants’ combined reading comprehension scores would increase. Results showed a significant difference in reading comprehension scores between Phase A and Phase B, in which during Phase A with the implementation of a token reward system, reading comprehension scores increased.","PeriodicalId":111286,"journal":{"name":"Journal of Applied and Educational Research","volume":"97 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":"121277988","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: 2

首页上一页