Report on Action Research: An Analysis of the Effects of Selected Instructional Strategies on Student Achievement at Terre Haute South Vigo High School

Autor/in	Haystead, Mark W.
Institution	Marzano Research Laboratory
Titel	Report on Action Research: An Analysis of the Effects of Selected Instructional Strategies on Student Achievement at Terre Haute South Vigo High School
Quelle	(2009), (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Strategies; Action Research; Teaching Methods; Academic Achievement; High School Students; Comparative Analysis; Instructional Effectiveness; Effect Size; Pretests Posttests; Experimental Groups; Control Groups; Instructional Materials; Illustrations; Cues; Vocabulary; Notetaking; Knowledge Level; Visual Stimuli; Games; Concept Mapping; Cooperative Learning; Meta Analysis; Indiana + Suchen Sie Ihr Suchwort? Lehrstrategie; Projektforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtserfolg; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Bildliche Darstellung; Stichwort; Wortschatz; Wissensbasis; Game; Spiel; Spiele; Concept Map; Kooperatives Lernen; Meta-analysis; Metaanalyse
Abstract	This report describes the findings of an analysis of a series of action research projects conducted by Vigo County School Corporation at Terre Haute South Vigo High School (hereinafter referred to as South Vigo). During the 2008-2009 school year, 19 teachers at South Vigo participated in independent action research studies regarding the extent to which selected instructional strategies 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) a specific instructional strategy was used, whereas in the other group (the "control" group) the strategy was not used. The average effect size for all 19 independent action research studies was statistically significant (p less than 0.01). A reasonable inference is that the overall effect of a 11 percentile point gain is probably not a function of random factors that are specific to the independent action research studies; rather, the 11 percentile point increase represents a real change in student learning. Instructions for Action Research are appended. (Contains 7 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