Student Learning in a Standards-Based Setting: A Case of the Byzantine Empire
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| Title: | Student Learning in a Standards-Based Setting: A Case of the Byzantine Empire |
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| Language: | English |
| Authors: | Van Hover, Stephanie D., Fitzpatrick, Colleen, Hicks, David |
| Source: | AERA Online Paper Repository. 2017. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2017 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | History Instruction, Teaching Methods, Pretests Posttests, Protocol Analysis, Language Usage, Phrase Structure, Secondary School Teachers, Secondary School Students, Scores, Test Preparation, Study Guides, Course Content, Standards |
| Abstract: | This study explores show students' secondary history classroom experiences related to their learning new knowledge and skills. Findings indicate that all students improved on pre-test and post-test scores. In think-alouds of the test students could often reference class activities that helped them learn. However, their ability to correctly answer test questions often depended on whether they had completed the review packet and on their test taking skills. Also, despite Mr. Smith's use of varied instructional approaches, all of the students frequently used the phrase "we talked about" to describe when and how they addressed or learned a content topic in class. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Access URL: | https://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository |
| Accession Number: | ED601322 |
| Database: | ERIC |
| Abstract: | This study explores show students' secondary history classroom experiences related to their learning new knowledge and skills. Findings indicate that all students improved on pre-test and post-test scores. In think-alouds of the test students could often reference class activities that helped them learn. However, their ability to correctly answer test questions often depended on whether they had completed the review packet and on their test taking skills. Also, despite Mr. Smith's use of varied instructional approaches, all of the students frequently used the phrase "we talked about" to describe when and how they addressed or learned a content topic in class. |
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