Karen Marie's List: research

Improving ISTEP Scores through Remediation: An Evaluation of the Language Arts Remediation at Chauncey Rose Middle School, Vigo County School Corporation. (ED420061)\nA study examined the effects of a remediation program initiated at Chauncey Rose Middle School, Terre Haute, Indiana, during the 1996-97 school year. After the ISTEP test was administered to the sixth-grade class, a pull-out program for remediation was started the following year using grant monies. Subjects were 14 sixth graders, selected because of low scores. The students in the remediation program received extra tutoring in language arts and math essential skills. Students in the remediation program were then given a local test in seventh grade. Results of the local test indicated that the remediation in language arts revealed little change in means. (Contains a table of data and seven references; appended is a graph of results.) (Author/CR)\n

This paper reviews research on effective pull-out programs for elementary students who are at risk for school failure. The emphasis is on programs that can be readily replicated by schools other than those that developed them. The focus is on programs provided to students who have been identified as in need of remedial services which are implemented outside of the regular classroom. The study found that effective pull-out programs for students fall into three broad categories: (1) diagnostic-prescriptive programs; (2) tutoring programs; and (3) computer-assisted instruction. Successful examples of each of these types are described and discussed. The most successful models completely adapt instruction to students' unique needs and provide plentiful direct instruction appropriate to their levels of readiness. Results of the study suggest that the achievement of at-risk students can be significantly increased, either by making relatively inexpensive but extensive modifications in the regular instructional program or by implementing relatively expensive but intensive interventions as pull-out programs. It is possible that a combination of these strategies would be more effective than either one by itself. An extensive list of references is included, along with descriptions of successful programs among each of the three types.

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Providing Students With Instructors' Notes: Problems With Reading, Studying, and Attendance

Bridging the Gaps Between Students' Perceptions of Group Project Work and Their Teachers' Expectations
Caroline Koh, C K John Wang, Oon Seng Tan, Woon Chia Liu, Jessie Ee. The Journal of Educational Research. Bloomington: May/Jun 2009. Vol. 102, Iss. 5; pg. 333, 16 pgs
Abstract (Summary)
The authors report findings from a study into students' and teachers' perceptions of the effectiveness of group project work (PW) in promoting students' motivation and learning. The authors gathered students' views on whether PW satisfied their basic psychological needs, affected their motivation, and created opportunities for life skills development. In addition, the authors interviewed 13 of the teachers to assess the extent to which their perceptions matched those of their students. The findings showed that, in general, the students recognized the benefits of PW and perceived themselves as fairly motivated to do PW. However, some of the teachers felt that their students' lack of motivation and competence hindered their performance in PW. Nevertheless, when teachers and students were able to reconcile their differences and reciprocate each other's expectations, PW was carried out effectively, with students and teachers benefiting from the experience. [PUBLICATION ABSTRACT]

Inclusion and Problem-Based Learning: Roles of Students in a Mixed-Ability Group
Brian R Belland, Krista D Glazewski, Peggy A Ertmer. RMLE Online. Westerville: 2009. Vol. 32, Iss. 9; pg. 1, 19 pgs
Abstract (Summary)
The literature on the use of problem-based learning in K-12 settings has traditionally focused on gifted and average students. However, mainstreaming is placing increasing numbers of students with special needs in general education classrooms. This case study examined how members of a small group in a mainstreamed seventh grade science class interacted with and supported each other as they engaged in a problem-based learning (PBL) unit. The group included one mainstreamed and two average students. We used conversation analysis and coding to analyze interview and video data of all 10 class sessions. Results indicated that each group member filled a unique role-group manager, task guidance provider, and task performer-and helped each other overcome individual difficulties. Results suggest that mainstreamed groups have the potential to effectively engage in PBL, and that PBL may increase the motivation and social confidence of students with special needs. We suggest types of scaffolds that could support mainstreamed students during PBL units. [PUBLICATION ABSTRACT]