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Relationships between Classroom Schedule Types and Performance on the Algebra I Criterion-Referenced Test
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Murray, Gregory V.; Moyer-Packenham, Patricia S. – Journal of Education, 2014
One option for length of individual mathematics class periods is the schedule type selected for Algebra I classes. This study examined the relationship between student achievement, as indicated by Algebra I Criterion-Referenced Test scores, and the schedule type for Algebra I classes. Data obtained from the Utah State Office of Education included…
Descriptors: Algebra, Mathematics Achievement, Criterion Referenced Tests, Scheduling
More Time or Better Tools? A Large-Scale Retrospective Comparison of Pedagogical Approaches to Teach Programming
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Silva-Maceda, Gabriela; Arjona-Villicaña, P. David; Castillo-Barrera, F. Edgar – IEEE Transactions on Education, 2016
Learning to program is a complex task, and the impact of different pedagogical approaches to teach this skill has been hard to measure. This study examined the performance data of seven cohorts of students (N = 1168) learning programming under three different pedagogical approaches. These pedagogical approaches varied either in the length of the…
Descriptors: Programming, Teaching Methods, Intermode Differences, Cohort Analysis
Effects of the Attributes of Educational Interventions on Students' Academic Performance: A Meta-Analysis
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de Boer, Hester; Donker, Anouk S.; van der Werf, Margaretha P. C. – Review of Educational Research, 2014
This meta-analysis examined the influence of attributes related to the implementation of learning strategy instruction interventions on students' academic performance, and also examined how the attributes related to the method of testing the intervention effects affected the actual effects measured. Using metaregression, we analyzed the…
Descriptors: Meta Analysis, Intervention, Academic Achievement, Learning Strategies
The Relationship between Undergraduate Research Participation and Subsequent Research Performance of Early Career STEM Graduate Students
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Gilmore, Joanna; Vieyra, Michelle; Timmerman, Briana; Feldon, David; Maher, Michelle – Journal of Higher Education, 2015
Undergraduate research experiences have been adopted across higher education institutions. However, most studies examining benefits derived from undergraduate research rely on self-report of skill development. This study used an empirical assessment of research skills to investigate associations between undergraduate research experiences and…
Descriptors: STEM Education, Graduate Students, Student Research, Student Participation
An Examination of the Impact of Accelerating Community College Students' Progression through Developmental Education
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Hodara, Michelle; Jaggars, Shanna Smith – Journal of Higher Education, 2014
In an effort to improve developmental education students' outcomes, community colleges have been experimenting with acceleration strategies. Models of acceleration allow students to complete their developmental requirements in a shorter amount of time. However, there has been limited empirical research on the effects of accelerating students'…
Descriptors: Community Colleges, College Students, Acceleration (Education), Program Effectiveness
Examining Advancement Via Individual Determination (AVID) and Its Impact on Middle School Rigor and Student Preparedness
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Huerta, Jeffery J.; Watt, Karen M.; Butcher, Jennifer T. – American Secondary Education, 2013
This study examines the impact that Advancement Via Individual Determination (AVID) in middle school has on middle school course rigor and students' high school performance and college readiness. The study compares students who took AVID in middle school and high school with students who only took AVID in high school. The changes in middle school…
Descriptors: Academic Achievement, College Readiness, College Preparation, Program Effectiveness