Looking inside the Education Black Box

Autor/inn/en	Johnson, William L.; Johnson, Annabel M.; Johnson, Jared W.
Titel	Looking inside the Education Black Box
Quelle	(2019), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Policy; Public Schools; Dropouts; State Standards; Outcomes of Education; Academic Achievement; Factor Analysis; Evidence Based Practice; Effect Size; Meta Analysis; Research Reports; Teaching Methods; Statistical Analysis; Elementary Secondary Education; At Risk Students; High Achievement; High Stakes Tests; Academic Failure; Texas; Texas Essential Knowledge and Skills + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Public school; Öffentliche Schule; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Lernleistung; Schulerfolg; Schulleistung; Faktorenanalyse; Meta-analysis; Metaanalyse; Research report; Forschungsbericht; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse
Abstract	Student state testing, annual teacher evaluation, and A-to-F campus and school district rating are here. And all of these have real policy implications for every school system. With seven thousand students a day dropping out of the public schools in the United States at a rate of one student every 26 seconds, what might be done to help these struggling students? The authors always answer: "what is the research evidence"? We have observed that state pass-fail score report formats, often not being grouped by content domains, call into question the system's capability to really help educators improve student outcomes. And there are often low statistical relationships between teaching strategies and student outcomes. The presenters addressed several changes they have made in their classrooms and noted the outcome has been exemplary student achievement. The authors have also documented their student's achievements using a variety of statistical procedures: independent samples t-tests, one-way analysis of variance (ANOVA), confidence intervals, and primary-and-secondary factor analyses. The presenters have also referenced successful educational practices linked to effect sizes (ESs). The presenters research findings have implications for both policy and classroom practices. Future studies in education should incorporate much more evidence-based research pertaining to student achievement and examine additional ways to prepare students for high achievement. This will necessitate research studies using more complex statistical procedures: Z-form effect sizes, confidence intervals, and meta analysis. The document contained 32 references. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01