Report on Action Research: An Analysis of the Effects of a Six Step Approach to Direct Vocabulary Instruction on Student Achievement at the High School Level

Autor/in	Haystead, Mark W.
Institution	Marzano Research Laboratory
Titel	Report on Action Research: An Analysis of the Effects of a Six Step Approach to Direct Vocabulary Instruction on Student Achievement at the High School Level
Quelle	(2009), (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Action Research; Vocabulary; Vocabulary Development; Direct Instruction; Instructional Effectiveness; Academic Achievement; Achievement Gains; High School Students; Secondary School Teachers; Community Schools; Worksheets; Experimental Groups; Control Groups; Comparative Analysis; Meta Analysis; Statistical Significance; Data Analysis; Pretests Posttests; Quasiexperimental Design + Suchen Sie Ihr Suchwort? Projektforschung; Wortschatz; Wortschatzarbeit; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Unterrichtserfolg; Schulleistung; Achievement gain; Leistungssteigerung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Community school; ; Gemeindeschule; Gemeinschaftsschule; Meta-analysis; Metaanalyse; Auswertung
Abstract	This report describes the findings of an analysis of a series of action research projects conducted by Goshen Community Schools at the high school level. During the 2008-2009 school year, eight teachers at Goshen High School participated in independent action research studies regarding the extent to which a six step approach to direct vocabulary instruction enhanced the learning of students. Participating teachers selected two groups of students both of which were being taught the same unit or set of related lessons. However, in one group (the "treatment" group) the six step process was used, whereas in the other group (the "control" group) the six step process was not used. The average effect size for all eight independent action research studies was statistically significant (p less than 0.01). A reasonable inference is that the overall effect of a 17 percentile point gain is probably not a function of random factors that are specific to the independent action research studies; rather, the 17 percentile point increase represents a real change in student learning. Instructions for Action Research are appended. (Contains 5 figures and 3 technical notes.) (ERIC).
Anmerkungen	Marzano Research Laboratory. 555 North Morton Street, Bloomington, IN 47404. Tel: 888-849-0851; Fax: 866-801-1447; e-mail: info@marzanoresearch.com; Web site: http://www.marzanoresearch.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10