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The evaluation of transition classes for low-achievers by Patrick Joseph Quinlan

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Published .
Written in English

Subjects:

  • Underachievers,
  • Effect of remedial teaching on,
  • Individualized instruction,
  • Slow learning children,
  • Effect of ability grouping in education on

Book details:

Edition Notes

Statementby Patrick Joseph Quinlan
ContributionsUniversity of Alberta. Dept. of Elementary Education
The Physical Object
Paginationxii, 126 leaves ;
Number of Pages126
ID Numbers
Open LibraryOL26523647M
OCLC/WorldCa65732980

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barriers to low achievers’ success in the elementary classroom as perceived by teachers: a qualitative study by kelly anne vanauker-ergle a dissertation presented to the graduate school of the university of florida in partial fulfillment of the requirements for the degree . In the practicum reported in this document, the self-esteem of low achievers in a high school science class was improved through the use of strategies such as personal self-referent verbal statements (PSRVS), group activities, incentive programs, motivation techniques such as computer assisted instruction (CAI) and parental involvement. A Self-Esteem Observation Checklist, designed for the. Generally, having below average is noticed on children who are low achievers. () IQ and resist in the classroom to keep up with general academic requirements (Gresham, MacMillan & Bocian, ). Risk Factors for Low Achievement. Low achievers face a lot of difficulties. Assisting adolescents requires attention to the settings—families and neighborhoods—that they experience on a daily basis. In good practice initiatives, community residents—both adults and, increasingly, adolescents—are viewed as integral resources who can .

In traditional learning, lower level of learning such as remembering and understanding is happening in class, while students are usually left to work on activities that involve higher level of learning outside of classroom. However, in the flipped classroom model, learning is flipped. As you can see from the pyramid, students can finish the. During “down time” in reading classes, students either read a book of their own choosing or work on computer-generated reading lessons independently or under their teacher’s direction. When students are finished reading a book, they take a computer-administered test on it and the software generates diagnostic scores summarizing students. Improving Low Achievers' Academic Performance at University by Changing the Social Value of Mastery Goals July American Educational Research Journal   Higher education has been pressured to shift towards more flexible, effective, active, and student-centered teaching strategies that mitigate the limitations of traditional transmittal models of education. Lately, the flipped classroom model has been suggested to support this transition. However, research on the use of flipped classroom in higher education is in its infancy and little is known Cited by:

Strategies for Helping Low Achievers. Individualize activities and assignments by reducing the length and difficulty of the tasks, using multisensory input sources to reduce their need to learn from texts, building assignments around their interests. Read chapter Appendix B: Bibliography of Studies Included in Committee Analysis: This book reviews the evaluation research literature that has accumulated. Low Achievers in Reading Percentages of pupils scoring at or below the 10th percentile at each grade level in , & Grade level Norm group average 2nd class % % % 10% 3rd class % % % 10% 6th class % % % 10%. The purpose of this study is to determine if there is a difference in the learning style of low SES high achievers and low SES low achievers, in math and reading. Method. Subjects. One hundred nineteen subjects, enrolled in two elementary schools in Texas, were drawn from a pool of third and fourth grade students in eleven classes.