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Enhancing Background Knowledge for Students at Risk for Failure: The Effects of Preteaching Essential Terminology and Concepts Using Explicit Instruction
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Enhancing Background Knowledge for Students at Risk for Failure: The Effects of Preteaching Essential Terminology and Concepts Using Explicit Instruction. |
| 개인저자 | Gorsh, Jay Anthony. |
| 단체저자명 | The University of Iowa. Education. |
| 발행사항 | [S.l.]: The University of Iowa., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 105 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-04B. Dissertation Abstract International |
| ISBN | 9781085758345 |
| 학위논문주기 | Thesis (Ph.D.)--The University of Iowa, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-04, Section: B.
Advisor: Hand, Brian |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | The purpose of this study is to implement an intervention designed to develop background knowledge and investigate its effects on science proficiency for students who are at risk for failure. Pretest scores for 130 students were analyzed to identify students with prior knowledge deficits that may put them at risk for failure. Of the 44 students identified, 26 were matched by pretest scores and randomly assigned to treatment or control conditions. Prior to the start of a Human Body systems unit, students in the experimental condition were explicitly taught the function and location of 15 organs of the human body. I analyzed pre-and posttest scores to determine if the instruction had an impact on student recall. This study was conducted using a pre/post experimental design to investigate the effectiveness of using explicit instruction to pre-expose students to content knowledge to help improve student outcomes. Quantitative data was analyzed to determine if student posttest scores for two measures of science proficiency improved significantly as a result of instruction provided during intervention. Study limitations and future directions for research are discussed. |
| 일반주제명 | Special education. Pedagogy. Curriculum development. Educational psychology. Educational evaluation. Instructional design. Cognitive psychology. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
