A Survey of Best Practices of Instruction for Arkansas Public School Alternative Learning Programs in Grades Seven through Twelve

Autor/in	Wammack, Deborah Langston
Titel	A Survey of Best Practices of Instruction for Arkansas Public School Alternative Learning Programs in Grades Seven through Twelve
Quelle	(2012), (115 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Arkansas State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2677-8222-9
Schlagwörter	Hochschulschrift; Dissertation; Best Practices; Teaching Methods; Nontraditional Education; Surveys; Educational Practices; Middle Schools; Secondary Education; Public Schools; Comparative Analysis; Demography; Predictor Variables; Instructional Effectiveness; Statistical Analysis; Statistical Significance; Administrators; Teacher Student Ratio; Gender Differences; Educational Attainment; Experience; Credentials; Critical Reading; Questionnaires; Integrated Curriculum; Arkansas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Teaching method; Lehrmethode; Unterrichtsmethode; Non-traditional education; Alternative Erziehung; Survey; Umfrage; Befragung; Bildungspraxis; Middle school; Mittelschule; Mittelstufenschule; Sekundarbereich; Public school; Öffentliche Schule; Demografie; Prädiktor; Unterrichtserfolg; Statistische Analyse; Lehrer-Schüler-Relation; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Erfahrung; Studienbuch; Kritisches Lesen; Fragebogen
Abstract	The purpose of this study was to investigate the frequency of the best teaching practices (Small Group, Reading as Thinking, Representing to Learn, Classroom Workshop, Authentic Experiences, Reflective Assessment, and Integrative Units) and compare the difference between the structures and demographic variables (program size, student-teacher ratio, program location, gender of director, educational degree of director, administrative license status, and years of experience of the director) according to Zemelman, Daniels, and Hyde (2005) within the ALE programs in the state of Arkansas. ALE directors were surveyed using a self-administered questionnaire during January 2011. The results of 108 directors were analyzed to determine the structures' frequency of implementation using means, standard deviations, and ranges. Five separate ANOVAs and two T-Tests were used to compare the effect of the variables to the structures. Directors reported the most utilized structure was Reading as Thinking, and the least utilized was Integrated Units. However, the difference was small and all structures were used occasionally. Directors also reported there was no main effect significant between the structures based upon the variables of program size, location, and director's level of degree. However, directors with higher student-teacher ratios, between 11 and 38 to one, are more likely to report the activities of Authentic Experiences rather than directors with the lower student-teacher ratios between one and five to one. Female directors were more likely than male directors to report the activities of Small Groups, Reading as Thinking, and Representing to Learn. Directors without an administrative license are more likely to report activities of Authentic Experiences than directors holding an administrative license. Directors with seven to twenty years of experience are more likely to report the activities of Reading as Thinking and Representing to Learn rather than directors of experience of one to two years. Directors with three to twenty years of experience are more likely to report the activities of Classroom Workshop rather than directors of experience of one to two years. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01