Potential Effects of Teaching Strategies on Students Academic Performance under a Trump AdministrationReport as inadecuate

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Journal of Education and Training Studies, v5 n4 p103-110 Apr 2017

The purpose of this meta-analysis was to explore in detail the research by Hattie (2009) in order to then re-examine it through a new lens and better understand the research and possible bias. For this study, the unit of analysis were the studies used in Hattie (2009). The criteria for inclusion were based on strategies currently implemented in NYS public school systems. Specifically, Goals, Behavioral Organizer/Advances, Mastery Learning, Meta-Cognitive Strategies, Matching Style of Learning, Teaching Strategies, Reciprocal Strategies, Comprehensive Teaching, Co-Teaching/ Team Teaching, Problem-Solving Teaching for the purpose of Teacher Preparation. These variables were further examined to determine if they may be affected should a movement towards privatizing education in NYS take effect under a Trump administration. Effect sizes, standard error, common language effect and the number of studies were used in combination to construct a forest plot with weighted effect size. A scree plot was developed to illustrate the level of precision found in this data set and a funnel plot was used to determine both precision and the existence of potential bias. Discussion on these effective teaching strategies under a new administration is broadly discussed.

Descriptors: Teaching Methods, Academic Achievement, Teacher Effectiveness, Meta Analysis, Team Teaching, Metacognition, Problem Solving, Mastery Learning, Reciprocal Teaching, Public Officials, Political Attitudes, Presidents, Inclusion, Special Education, Public Schools

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Author: Guirguis, Ruth; Pankowski, Jennifer

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=71&id=EJ1133888

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