Authentic Instruction and Academic Achievement in Compensatory Education Classrooms.

D'Agostino, Jerome V.

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Peer reviewed

ERIC Number: EJ531698

Record Type: Journal

Publication Date: 1996

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0191-491X

EISSN: N/A

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Authentic Instruction and Academic Achievement in Compensatory Education Classrooms.

D'Agostino, Jerome V.

Studies in Educational Evaluation, v22 n2 p139-55 1996

The relationship between instruction that challenged students academically in a supportive social environment and achievement gains in mathematics and reading was studied for students in 53 third-grade classrooms served by Title I funds. Findings indicate that higher-order learning and material connected to out-of-school experience were seldom found. (SLD)

Descriptors: Academic Achievement, Compensatory Education, Elementary Education, Elementary School Students, Grade 3, Mathematics, Prior Learning, Reading, Social Support Groups, Student Experience, Teaching Methods, Thinking Skills

Publication Type: Reports - Evaluative; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I

Grant or Contract Numbers: N/A

Author Affiliations: N/A