Relevant bibliographies by topics / Students' questions

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Students' questions'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Students' questions"

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Arzi, Hanna J., and Richard T. White. "Questions on students' questions." Research in Science Education 16, no. 1 (December 1986): 82–91. http://dx.doi.org/10.1007/bf02356821.

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Barnes, David. "Students asking questions." ACM SIGCSE Bulletin 29, no. 4 (December 1997): 38–41. http://dx.doi.org/10.1145/271125.271151.

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Wijayanti, Rina, Sri Widoretno, and Slamet Santosa. "Peningkatan Keterampilan Bertanya (Posing Question) melalui Penerapan Discovery Learning pada Materi Ekosistem di Kelas X Imersi 1 SMA Negeri 2 Karanganyar Tahun Pelajaran 2013/2014." BIO-PEDAGOGI 3, no. 2 (October 2, 2014): 41. http://dx.doi.org/10.20961/bio-pedagogi.v3i2.5336.

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<p>This research’s aim is to improve the posing question skill of the students in X Imersi 1 of SMA Negeri 2 Karanganyar academic Year 2013/2014 about ecosystem material through discovery learning application. This research is a class action research which consists of three cycles. Each cycle contains planning, implementing, observing and reflecting. The research subject is the students in X Imersi 1 of SMA Negeri 2 Karanganyar Academic Year 2013/2014. The data source is from the questions that cover the quantity and quality of the question. The question’s quantity is counted from the sum of questions that is given by the students while the question’s quality is counted from the sum of questions’ kind that is given by the students based on their thinking process and knowledge dimension. Data collecting techniques of this research are using observation, interview and documentation then data validation is using triangulation method. Data analyzing technique of this research is descriptive qualitative analysis which is done in three components, they are: data reduction, data presentation and drawing the conclusion or verification. The research’ procedure is using spiral mode which is interdependent. The result of the research shows that the implementation of discovery learning improves the students’ posing question skill that covers the quantity and quality of the question. The question’s quantity improvement from pre-cycle to the first cycle is 70 questions, the first cycle to the second cycle is 46 questions and the second cycle to the third cycle is 20 questions. Then the question’s quality improvement from pre-cycle to the first cycle is 29,16%, the first cycle to the second cycle is 17,18% and the second cycle to the third cycle is 16,14%. This research’s conclusion is the implementation of discovery learning can improve the posing question skill of the students in X Imersi 1 of SMA Negeri 2 Karanganyar academic Year 2013/2014 about ecosystem material.</p><p align="center"> </p><p>Key Words: discovery learning, posing question skill</p>
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Cavey, Laurie O., and W. Ted Mahavier. "Seeing the Potential in Students' Questions." Mathematics Teacher 104, no. 2 (September 2010): 133–37. http://dx.doi.org/10.5951/mt.104.2.0133.

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Responding to students' questions is a critical part of teaching mathematics (Cavey, Whitenack, and Lovin 2006; NCTM 1991; Schifter 1996). A particular response may either stifle a student's inquiry or, ideally, stimulate his or her interest in mathematics. Although formulating responses that have the potential to engage students in developing new mathematical insights is challenging, we believe that this skill can be developed. We have found it helpful to view this challenge as a matter of recognizing the mathematics of a student's question—that is, the mathematics the student understands as well as the mathematics he or she may be ready to learn
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Cavey, Laurie O., and W. Ted Mahavier. "Seeing the Potential in Students' Questions." Mathematics Teacher 104, no. 2 (September 2010): 133–37. http://dx.doi.org/10.5951/mt.104.2.0133.

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Responding to students' questions is a critical part of teaching mathematics (Cavey, Whitenack, and Lovin 2006; NCTM 1991; Schifter 1996). A particular response may either stifle a student's inquiry or, ideally, stimulate his or her interest in mathematics. Although formulating responses that have the potential to engage students in developing new mathematical insights is challenging, we believe that this skill can be developed. We have found it helpful to view this challenge as a matter of recognizing the mathematics of a student's question—that is, the mathematics the student understands as well as the mathematics he or she may be ready to learn
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Sung, Chang-Geun. "Effect of mathematics instruction with students' questions using question card." Education of Primary School Mathematics 19, no. 3 (July 31, 2016): 249–60. http://dx.doi.org/10.7468/jksmec.2016.19.3.249.

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Pertiwi, Sinta, and Evie Kareviati. "THE IMPLEMENTATION AND THE STUDENT'S RESPONSES OF GUIDED QUESTION TECHNIQUE IN TEACHING WRITING RECOUNT TEXT." PROJECT (Professional Journal of English Education) 4, no. 2 (March 15, 2021): 193. http://dx.doi.org/10.22460/project.v4i2.p193-201.

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The research is aimed to investigate the implementation and to find out student’s responses to the guided questions technique in teaching writing recount text. The research used descriptive qualitative method. The data was obtained from observation and questionnaire. The research was conducted at SMPN 5 Cimahi which the participant was the 35 students of VIII – G. The result of the research showed that the guided question technique was implemented under the theory. It can be seen from the use of basic questions to gathering the ideas and the steps of implementing the guided question technique were done while the teaching-learning process. Guided questions technique also helps students in understanding the material. Meanwhile, the students gave a positive response toward the guided questions technique's implementation with 76.3% of students agree that the guided question technique is interesting and easy to use. Moreover, with the average 97%, attention aspect being the highest average indicator which can be illustrated that the guided questions technique was interesting and enjoyable. Keywords: Writing, Recount text, Guided question, Student's response
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Jensen-Vallin, Jacqueline. "Teaching Students to Formulate Questions." PRIMUS 27, no. 2 (July 7, 2016): 189–201. http://dx.doi.org/10.1080/10511970.2016.1192073.

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Higgins, Paul. "Promoting Students' Responses to Questions." College Teaching 47, no. 3 (August 1999): 101. http://dx.doi.org/10.1080/87567559909595795.

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Taggart, Germaine L., Paul E. Adams, Ervin Eltze, John Heinrichs, James Hohman, and Karen Hickman. "Fermi Questions." Mathematics Teaching in the Middle School 13, no. 3 (October 2007): 164–67. http://dx.doi.org/10.5951/mtms.13.3.0164.

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How middle school students view mathematics is a function of what they learn and how they learn it. Evidence from actual classrooms shows that a serious disconnection sometimes occurs between what students think mathematics can deliver and the real world (Burrill 1997). Students must have the opportunity to discover multiple ways to solve real-life problems through problem solving, using estimation and conjecture, and developing critical communication skills in the classroom.
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Dissertations / Theses on the topic "Students' questions"

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Stafford, Tammy. "The Effect of Question-Answer Relationships on Ninth-Grade Students' Ability to Accurately Answer Comprehension Questions." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5515.

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This experimental research study examined the effects of the Question-Answer Relationships (QAR) taxonomy on ninth-grade students' ability to answer comprehension questions. Participants included 32 incoming ninth-grade students who were required to attend summer school due to poor attendance, grades, and/or standardized test scores. Participants were randomly assigned to experimental and control groups. Experimental group participants received one week of initial strategy instruction followed by three weeks of maintenance activities. Results indicated that the strategy had a negative effect on students' question-answering ability and raised questions regarding comprehension instruction, length of interventions, and the role of scaffolded support for a target population of adolescent readers. Discussion of the results revolves around interventions, QAR instruction, reading ability, and motivation of the participants.
Ed.D.
Doctorate
Education and Human Performance
Education
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Tso, Wai-chuen. "Enhancing students' mathematical problem solving abilities through metacognitive questions." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35384347.

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Wat, Lok-Sze Josephine. "Cantonese-speaking students' handling of WH-questions in English." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B3692264X.

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Tso, Wai-chuen, and 蔡偉全. "Enhancing students' mathematical problem solving abilities through metacognitive questions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35384347.

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Wat, Lok-Sze Josephine, and 屈樂思. "Cantonese-speaking students' handling of WH-questions in English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3692264X.

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Kozakowski, Stanley M., Kimberly Becher, Tate Hinkle, Reid B. Blackwelder, Clifton Jr Knight, and Perry A. Pugno. "Responses to Medical Students' Frequently Asked Questions About Family Medicine." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/6906.

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This article provides answers to many of the common questions that medical students ask about the specialty of family medicine. It describes the crucial role that family physicians have in the evolving health care environment, the scope of practice, the diverse career opportunities available, the education and training of family physicians, the economic realities of a career in family medicine, why the future is so bright for family medicine, and why family physicians are passionate about their work.
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Smith, Marianne. "Questions and perceptions an investigation of community college counselor performance expectations of students utilizing online advisement /." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=129&did=1907279731&SrchMode=1&sid=1&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270491030&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 130-141). Issued in print and online. Available via ProQuest Digital Dissertations.
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Bouck, Christine L. Barker Boudah Daniel. "The questions of high school students with learning disabilities about attending college." [Greenville, N.C.] : East Carolina University, 2009. http://hdl.handle.net/10342/2226.

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Thesis (M.A.Ed.)--East Carolina University, 2009.
Presented to the faculty of the Department of Curriculum and Instruction. Advisor: Daniel Boudah. Title from PDF t.p. (viewed June 15, 2010). Includes bibliographical references.
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Bissey, Nancy R. "Probabilistic reasoning based on age of students and context of questions /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737862.

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Diaz, Juan Francisco Jr. "Examining student-generated questions in an elementary science classroom." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/946.

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This study was conducted to better understand how teachers use an argument-based inquiry technique known as the Science Writing Heuristic (SWH) approach to address issues on teaching, learning, negotiation, argumentation, and elaboration in an elementary science classroom. Within the SWH framework, this study traced the progress of promoting argumentation and negotiation (which led to student-generated questions) during a discussion in an elementary science classroom. Speech patterns during various classroom scenarios were analyzed to understand how teacher-student interactions influence learning. This study uses a mixture of qualitative and quantitative methods. The qualitative aspect of the study is an analysis of teacher-student interactions in the classroom using video recordings. The quantitative aspect uses descriptive statistics, tables, and plots to analyze the data. The subjects in this study were fifth grade students and teachers from an elementary school in the Midwest, during the academic years 2007/2008 and 2008/2009. The three teachers selected for this study teach at the same Midwestern elementary school. These teachers were purposely selected because they were using the SWH approach during the two years of the study. The results of this study suggest that all three teachers moved from using teacher-generated questions to student-generated questions as they became more familiar with the SWH approach. In addition, all three promoted the use of the components of arguments in their dialogs and discussions and encouraged students to elaborate, challenge, and rebut each other's ideas in a non-threatening environment. This research suggests that even young students, when actively participating in class discussions, are capable of connecting their claims and evidence and generating questions of a higher-order cognitive level. These findings demand the implementation of more professional development programs and the improvement in teacher education to help teachers confidently implement argumentative practices and develop pedagogical strategies to help students use them.
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Books on the topic "Students' questions"

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B, Yaden David, ed. Answering students' questions about words. Urbana, Ill: Clearinghouse on Reading and Communication Skills, 1986.

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Bourque, Lorraine M. Practice tests for nursing students. St. Louis, MO: Mosby, 1990.

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Conlan, Tom. The students tax handbook. Dublin: McKeon Murray, 1997.

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Conlan, Tom. The Students tax handbook. Dublin: McKeon Murray, 1998.

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Conlan, Tom. The students tax handbook. Dublin: McKeon Murray, 1997.

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S, Mitchell B., ed. MCQs in anatomy for undergraduates and medical students. Oxford: Butterworth Heinemann, 1995.

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(Organisation), Skill. Students with mental health difficulties: Your questions answered. London: Skill, 1994.

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Muzlifah, Haniffa, ed. Total revision: EMQs for medical students. Knutsoford: PatTest, 2004.

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OSCEs for medical students. 2nd ed. Knutsford: PasTest, 2004.

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P, Lumley J. S., and Visvanathan Ramanathan, eds. OSCEs for medical students. 2nd ed. Knutsford: PasTest, 2004.

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Book chapters on the topic "Students' questions"

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Estelles-Miguel, Sofia, Gregorio Rius-Sorolla, Marta Palmer Gato, and José Miguel Albarracín Guillem. "Crowdsourcing with University Students: Exam Questions." In Advances in Crowdsourcing, 97–104. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18341-1_8.

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Wang, Yuan, Turner Bohlen, Linda Elkins-Tanton, and James Tanton. "Motivating Students to Ask More Questions." In Lecture Notes in Computer Science, 409–12. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23207-8_75.

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Ben-Avie, Michael. "Self-Regulation Among Students: Sharpening the Questions." In Applied Jewish Values in Social Sciences and Psychology, 23–49. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21933-2_2.

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Warner, Lisa B., Roberta Y. Schorr, Cecilia C. Arias, and Lina Sanchez. "A Case Study of Two Teachers: Teacher Questions and Student Explanations." In Modeling Students' Mathematical Modeling Competencies, 519–29. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0561-1_45.

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Leatherman, Janie, and Kathryn Nantz. "Engaging students in humanitarian action using enduring questions." In Routledge Companion to Peace and Conflict Studies, 214–25. New York : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315182070-18.

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Niederländer, U., and E. Katzlinger. "Actively Involving Students by Formative eAssessment: Students Generate and Comment on E-exam Questions." In Workgroups eAssessment: Planning, Implementing and Analysing Frameworks, 237–58. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9908-8_9.

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Lemons, Christopher J., Amanda Kloo, and Naomi Zigmond. "Implementing Modified Achievement Tests: Questions, Challenges, Pretending, and Potential Negative Consequences." In Handbook of Accessible Achievement Tests for All Students, 295–317. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9356-4_17.

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"Questions for students." In Indigenous Knowledge of Namibia, 379–86. University of Namibia Press, 2015. http://dx.doi.org/10.2307/j.ctvgc619h.23.

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Strebe, John D. "Myths/Questions." In Engaging Students Using Cooperative Learning, 129–36. Routledge, 2017. http://dx.doi.org/10.4324/9781315178639-11.

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"Answering questions in coursework." In Students Must Write, 45–64. Routledge, 2005. http://dx.doi.org/10.4324/9780203004371-10.

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Conference papers on the topic "Students' questions"

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Manteufel, Randall D. "Use of Conceptual Questions With Prompt Feedback in Engineering Thermodynamics." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-52276.

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An effective strategy to promote deep understanding in engineering thermodynamics is to increase the use of conceptual questions during lectures coupled with prompt assessment of student responses. A key is to collect responses from all students and provide prompt feedback explaining the correct response. It has been found that conceptual questions are more effective than numerical. Good questions explore if a quantity will increase, decrease or remain unchanged in response to a change in the system. In previous semesters, an instructor would pose conceptual questions during lecture and discuss with those students who participated with the instructor. Using an electronic collection system for student responses, all student responses can be collected and assesses. Results show that (1) it is rare that the entire class is correct even for the simplest of questions, (2) a nearly identical question can be repeated in a subsequent lecture and there will continue to be a incorrect responses, and (3) repeating questions throughout the semester is effective at addressing common conceptual misunderstandings and improving long-term student learning in engineering thermodynamics.
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Pudiyono. "Students' Ability in Making Comprehension Questions." In 4th Asia Pacific Education Conference (AECON 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aecon-17.2017.37.

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Shepard, Thomas, and Krithiga Ganesan. "Effect of a Joint Experimental-CFD Lab Experience on Perceptions of Data Authority and Student Learning." In ASME 2014 4th Joint US-European Fluids Engineering Division Summer Meeting collocated with the ASME 2014 12th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/fedsm2014-21106.

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This paper explores modes of instruction for effective student learning and factors that affect student perceptions of information from various sources encountered in undergraduate fluid mechanics. This paper addresses two questions: (i) What source of information do students rely on and have greater confidence in, (ii) What modes of instruction lead to greater understanding of material. These research questions were addressed by considering the conceptual topic of drag on a sphere. In this study, thirty students compared results from experimental lab measurements, CFD (ANSYS-CFX) simulations, and textbook data for drag acting on a sphere. Other concepts covered in the course were done so via lecture and/or lab, but were not examined using CFD. To address the first question, students completed a survey at the end of the experimental portion of lab and a second survey at the end of the CFD portion of lab. To address the second question, student responses to specific final exam questions were analyzed. Our data indicate that students have greater reliance on materials presented via lecture and in the course textbook, than data that originates via hands-on learning methods such as experimental data, and CFD simulations. The results that address the second question indicate that even though there is greater variation in student learning outcome scores, a variety of modes of instruction lead to greater understanding of a topic, even accounting for biases in perceived data authority of various sources of data.
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Rul, Lidiya Vitalyevna. "Programmatic approach to the questions of citizens housing improvement." In IX International students' applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-81112.

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Govender, Irene. "Understanding students' performance in programming assessment questions." In the 12th annual SIGCSE conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1268784.1268893.

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Harrak, Fatima, François Bouchet, Vanda Luengo, and Pierre Gillois. "Evaluating teachers' perceptions of students' questions organization." In LAK '20: 10th International Conference on Learning Analytics and Knowledge. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3375462.3375509.

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Lee, Eric S., and Naina Garg. "Reliability of multiple-choice versus problem-solving student exam scores in higher education: Empirical tests." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11303.

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Instructors in higher education frequently employ examinations composed of problem-solving questions to assess student knowledge and learning. But are student scores on these tests reliable? Surprisingly few have researched this question empirically, arguably because of perceived limitations in traditional research methods. Furthermore, many believe multiple choice exams to be a more objective, reliable form of testing students than any other type. We question this wide-spread belief. In a series of empirical studies in 8 classes (401 students) in a finance course, we used a methodology based on three key elements to examine these questions: A true experimental design, more appropriate estimation of exam score reliability, and reliability confidence intervals. Internal consistency reliabilities of problem-solving test scores were consistently high (all &gt; .87, median = .90) across different classes, students, examiners, and exams. In contrast, multiple-choice test scores were less reliable (all &lt; .69). Recommendations are presented for improving the construction of exams in higher education.
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ALONCEVA, A. I., and V. V. KRUZHILIN. "THE CORRELATION OF MOTIVATION OF EDUCATIONAL ACTIVITIES WITH SELF-RATING OF STUDENTS." In CHALLENGES AND QUESTIONS MODERN SCIENCE part 2. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/pivsn-03-2019-33.

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Brusilovsky, Peter, and Sergey Sosnovsky. "Engaging students to work with self-assessment questions." In the 10th annual SIGCSE conference. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1067445.1067514.

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Biggins, David, Elvira Bolat, Emma Crowley, Huseyin Dogan, and Mihai Dupac. "EMPOWERING UNIVERSITY STUDENTS THROUGH ONLINE MULTIPLE CHOICE QUESTIONS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1977.

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Reports on the topic "Students' questions"

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Gundersen, Sara. Meet Me Halfway: Using Challenging Group Preview Questions to Engage Students in Heterogeneous Classrooms. Bristol, UK: The Economics Network, January 2016. http://dx.doi.org/10.53593/n2816a.

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Enoch, Sarah. Impact of Teachers' Planned Questions on Opportunities for Students to Reason Mathematically in Whole-class Discussions Around Mathematical Problem-solving Tasks. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1063.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Zachry, Anne. Bridging the Gap Between Academia and Practice: Possibilities for Research Collaboration and Funding. University of Tennessee Health Science Center, 2019. http://dx.doi.org/10.21007/chp.ot.fp.2019.0002.

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Preparing a successful small grant proposal involves research, planning, preparation, and determination, but obtaining funding for a creative project is not unrealistic. Practitioners are in the trenches on a daily basis, and many likely have novel ideas and relevant questions, especially when it comes to interventions. These intervention questions are important, with the American Occupational Therapy Association reporting that more studies are needed to investigate and support occupation-based intervention. By developing partnerships, educators, practitioners, and students can engage in small scale projects to further the knowledge base in the field of occupational therapy.
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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Clancey, William J. The Knowledge Engineer as Student: Metacognitive Bases for Asking Good Questions. Fort Belvoir, VA: Defense Technical Information Center, January 1987. http://dx.doi.org/10.21236/ada186995.

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7

Durik, Amanda, Steven McGee, Linda Huber, and Jennifer Duck. The Cat is Alive and Well: Curiosity Motivates Exploration for High Interest Learners. The Learning Partnership, April 2015. http://dx.doi.org/10.51420/conf.2015.1.

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Two studies were conducted to examine how individual interest predicts interactions with domain content and subsequent free-choice exploration. Particular focus was on learners’ acquisition of knowledge and identification of content that triggered curiosity. College student participants reported their individual interest, learned about a topic in ecology (Study 1, N = 85) and astronomy (Study 2, N = 184), responded to prompts for memory of the learning content and curiosity questions, and then had the opportunity to explore additional content related to the topic. In both studies individual interest interacted with whether students’ curiosity was triggered by particular content. In academic domains, individual interest in conjunction with curiosity may be the best predictor of continued behavioral exploration. The results are discussed in the context of the four-phase model of interest development.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Richards, Jeffrey. The Natural Approach and the Audiolingual Method: A Question of Student Gains and Retention. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6580.

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