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[ subject:"Pedagogy." ]
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Advancement via individual determina...
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Spanjer, Ronald C.
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Advancement via individual determination (AVID): Implications for teaching and learning.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Advancement via individual determination (AVID): Implications for teaching and learning./
作者:
Spanjer, Ronald C.
面頁冊數:
134 p.
附註:
Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:
Dissertation Abstracts International75-09A(E).
標題:
Pedagogy. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3580985
ISBN:
9781321073232
Advancement via individual determination (AVID): Implications for teaching and learning.
Spanjer, Ronald C.
Advancement via individual determination (AVID): Implications for teaching and learning.
- 134 p.
Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Thesis (Ed.D.)--Seattle Pacific University, 2014.
The investigator considered whether two groups of students (AVID and non-AVID) demonstrated significant variance in achievement levels over time (i.e., pretest and posttest) on State level (i.e., standardized) reading assessments. Formally considered was the presence of a relationship between the independent variable of Time (pretest and posttest) and the dependent variable of Student Achievement (scale score levels) in the content area of reading, independent of the independent variables of Group and Gender, with resulting analysis (repeated measures ANOVA) presenting statistically significant results. However, in consideration of the achievement levels of AVID and non-AVID students (i.e. the independent variable of Group) in the content area of reading, as measured by student scale score levels on consecutive (i.e., pretest and posttest) State assessments, analysis of the applicable data presented no evidence of a statistically significant relationship. In addition, in controlling for the independent variable of student Gender, analysis of the applicable data presented no evidence of a statistically significant relationship to the dependent variable (i.e., Student Achievement).
ISBN: 9781321073232Subjects--Topical Terms:
2122828
Pedagogy.
Advancement via individual determination (AVID): Implications for teaching and learning.
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Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
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The investigator considered whether two groups of students (AVID and non-AVID) demonstrated significant variance in achievement levels over time (i.e., pretest and posttest) on State level (i.e., standardized) reading assessments. Formally considered was the presence of a relationship between the independent variable of Time (pretest and posttest) and the dependent variable of Student Achievement (scale score levels) in the content area of reading, independent of the independent variables of Group and Gender, with resulting analysis (repeated measures ANOVA) presenting statistically significant results. However, in consideration of the achievement levels of AVID and non-AVID students (i.e. the independent variable of Group) in the content area of reading, as measured by student scale score levels on consecutive (i.e., pretest and posttest) State assessments, analysis of the applicable data presented no evidence of a statistically significant relationship. In addition, in controlling for the independent variable of student Gender, analysis of the applicable data presented no evidence of a statistically significant relationship to the dependent variable (i.e., Student Achievement).
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Concurrently, through the application of non-parametric statistical analysis, the investigator considered the extent to which formal AVID training may impact teachers' self-perception of instructional competency relative to the key indicators of teacher performance in the targeted dimension of "Student Engagement", as defined by the new Washington State defined teacher evaluation (TPEP) rubrics. Overall analysis considered six separate sub indicators of the "Student Engagement" dimension, with just one of these six presenting an average "observed" response that differed from the average "expected" response at a statistically significant level.
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