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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Academic Achievement; Program Effectiveness; Motivation; Incentives; School Personnel; Measures (Individuals); Educational Change; High Schools; Structured Interviews; Sustainability; Student Evaluation; Case Studies; Urban Schools; High School Students; Decision Making; Student Improvement; Urban Education; Student Attitudes
Abstract:
The purpose of this case study was to discover the critical attributes of a student achievement program, known as "Think Gold," implemented at one urban comprehensive high school as part of the improvement process. Student achievement on state assessments improved during the period under study. The study draws upon perspectives on motivation as a lens for understanding the attributes of the program. The theoretical framework guiding this study emerged from a convergence of literature on high school improvement and studies on the use of extrinsic motivation to promote student achievement. These studies revealed a gap between the goals promoted for improved student outcomes and the performance results from non-consequential, large-scale assessments. Data sources included structured interviews with school personnel and students, achievement data from 2009-2011, and survey results, which were analyzed to construct a case narrative. Critical attributes of the achievement program were distilled, including the differentiated incentive system, sustainability, and personalized meaning for students between state assessments and their decision-making. This study is not an evaluation of the program, but the discussion offered of the use of extrinsic motivation to promote student achievement may prove beneficial. (Contains 4 tables.)
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Pub Date: |
2013-02-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Teacher Educators; Teacher Collaboration; Student Improvement; Preservice Teachers; Readiness; Science Instruction; Mathematics Instruction; Preservice Teacher Education; Student Attitudes; Student Experience; Majors (Students); Gender Differences; Inquiry; Field Trips; Action Research; Mixed Methods Research; Multivariate Analysis; Place Based Education; Learning Strategies; Social Environment; Praxis
Abstract:
Since many preservice teachers (PTs) display anxiety over teaching math and science, four PT educators collaborated to better understand the PTs' background experiences and attitudes toward those subjects. The research project provided two avenues for professional learning: the data collected from the PTs and the opportunity for collaborative action research. The mixed method study focused on: the relationship between gender and undergraduate major (science versus non-science) with respect to previous and current engagement in science and math, understanding the processes of inquiry, and learning outside the classroom. A field trip to a science center provided the setting for the data collection. From a sample of 132 PTs, a multivariate analysis showed that the science major of PTs explained most of the gender differences with respect to the PTs' attitudes toward science and mathematics. The process of inquiry is generally poorly interpreted by PTs, and non-science majors prefer a more social approach in their learning to teach science and math. The four educators/collaborators reflect on the impacts of the research on their individual practices, for example, the need to: include place-based learning, attend to the different learning strategies taken by non-science majors, emphasize social and environmental contexts for learning science and math, be more explicit regarding the processes of science inquiry, and provide out-of-classroom experiences for PTs. They conclude that the collaboration, though difficult at times, provided powerful opportunities for examining individual praxis.
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Author(s): |
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Source: |
Aspen Institute |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Guides - Non-Classroom; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Community Colleges; Labor Market; Information Utilization; Guidelines; Employment Statistics; Data Interpretation; Data Analysis; Student Improvement; Information Sources; Use Studies; Access to Information; College Outcomes Assessment; Change Strategies; Educational Change; Guidance Programs; Graduate Surveys
Abstract:
Never before has the link between a college education and postgraduate job prospects been more important. College graduates are employed more often and, on average, earn significantly more than those without college degrees. During recent years, as students have moved into a challenging job market, a college education has remained the most reliable defense against unemployment. At the same time, investments in higher education can no longer be taken for granted. States--facing their own financial and economic challenges--are making choices about how much and where to invest in higher education. Several are examining which state expenditures will most likely enable students to graduate with the skills needed to fill jobs that will help states' economies grow. This guide aims to advance colleges' understanding of how to access and use labor market data to improve student success. The three sections that follow provide: (1) A description of how colleges can effectively use labor market data; (2) An inventory of available data sources; (3) Recommendations for what colleges can do to improve labor market data use and access. The examples in this guide come from community colleges, gathered primarily through explorations related to the Aspen Prize for Community College Excellence. However, four-year colleges are also facing budget challenges and increasing expectations to deliver measurable results. Against this backdrop, this guide can also assist four-year colleges as they seek to understand labor market outcomes for bachelor's degree programs. Appended are: (1) Contacts for State UI [unemployment insurance] Tax Information and Assistance; (2) California Legislation Authorizing Postsecondary Institutions' Access To Employment Development Department Data; (3) Understanding the Wage Record Interchange System 2 (WRIS2); and (4) WRIS2 Participants. (Contains 25 endnotes.)
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