Search

Although the use of technology in the K12 classroom has been shown to have a positive impact, research on the use of open education resources (OER) is relatively limited, especially research focusing on low‐achieving students. The present study examines the relationship between usage of Algebra Nation, a self‐guided system that provided instructional videos and practice problems, and the performance of students who had failed the state‐administered Algebra I end‐of‐course (EOC) assessment the previous year. Indicators of usage of Algebra Nation consisted of logins, video views, and practice questions answered. Path analyses and logistic regressions were used to evaluate relationships between usage indicators and algebra scores, controlling for number of absences, free/reduced lunch eligibility, Hispanic/Latino origin, race, and gender. The results indicate that higher levels of logins, video views, and practice questions answered were related to higher scores when the students re‐took the assessment. Logins and practice questions were also related to increases in odds of passing the Algebra I EOC assessment, but not video views. The results suggest that there may be benefits to technology use in the form of an OER adopted by students and teachers on an informal basis and link self‐regulated learning strategies to student achievement. Lay Description: What is already known about this topic: Algebra courses typically have a high failure rate.Repeating algebra is costly for the education system and for the student.Open education resources could potentially be an effective and cost‐efficient approach to algebra instruction. What this paper adds: This study shows that logins, video views, and practice questions answered in an open education resource were positively related to scores on a state‐administered,high‐stakes algebra assessment.The study indicates that the relationship between a self‐regulated learning strategy (i.e., practice questions answered) and student algebra scores is stronger than that between video views and algebra scores.This study shows that student‐driven ad hoc use of online tutoring programme is associated with higher passing rates on the algebra exam. Implications for practice and/or policy: This study demonstrates that informal use of an open education resource with videos and a practice question system can be effective in increasing student scores on algebra assessments.Future research is needed to connect diverse types of student self‐regulated use of open education resources to academic achievement and on how to design resources that encourage effective self‐regulation. [ABSTRACT FROM AUTHOR]

This study examined the third-grade outcomes of 11,902 low-income Latino children who experienced public school pre-K or child care via subsidies (center-based care) at age 4 in Miami-Dade County, Florida. Regression and propensity score analyses revealed that children who experienced public school pre-K earned higher scores on standardized assessments of math and reading in third grade and had higher grade point averages than those who attended center-based care 4 years earlier. The sustained associations between public school pre-K (vs. center-based care) and third-grade outcomes were mediated by children's kindergarten entry preacademic and social-behavioral skills, and among English-language learners, English proficiency. Implications for investing in early childhood programs to assist with the school readiness of young Latino children in poverty are discussed. [ABSTRACT FROM AUTHOR]

The article provides information on a research regarding the effectiveness of teachers, certified by the National Board for Professional Teaching Standards (NBPTS), on student achievement in Florida. According to the database used to determine the relationship between NBPTS certification and the impact of teachers on student test scores, it is found that the certification provides a positive signal of a teacher's contribution to student achievement only in a few isolated cases. The research has reinforced the evidence that the process of becoming NBPTS certified does not increase teacher productivity.

The article investigates the effects on the development of communication skills among children that result from their experiences with manipulative science activities in elementary science education. Those children that scored lowest on the Florida State Assessment Test that used the Science: A Process Approach program were used in the study. It shows that the treatment that utilized science to remediate communications deficiencies of third-grade children was much more successful in improving reading skills than writing skills.

The article discusses on the study that determines the impacts of teacher training in Individualized Science (IS) program on the attitude and achievements of 153 first grade school children from two schools in Florida, which being matched in terms of geographical location, school population, achievement scores, and socioeconomic backgrounds. The study has found that teachers' who practice with the IS program materials have improve their achievements in, and attitudes toward, the IS programs. However, researchers suggested that before generating a conclusion, it is necessary to have another supporting study. Researchers G. W. Glass and J. Stanley have emphasized that in order to increase the reliability of the test, sample size of teachers involve in the study should be increased.

The article discusses a cooperative initiative launched by science teachers, scientists and science educators to improve achievement in science in the junior high schools of Hillsborough County, Florida. Special Extension Courses on the Teaching of Science were offered in the county during the school year 1959 to 1960, which were modification of usual university courses taught on the teaching of science, and were directed toward the particular problem of the improvement of the curriculum. An In-Service Institute for Junior High Science Teachers was requested and offered and a Statistical Evaluation of the Effectiveness of the In-Service Institute was made in 1961.