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Teaching practices and academically at-risk students
Abstract
The relationship between specific teaching practices and grade performance of academically at-risk students was investigated. The teaching practices investigated were recommended by the U.S. Department of Education (1987) in a research-based report. The participants in the study were 11 teachers and 150 students assigned to the special-needs English, social studies, and science classes at two midwest high schools located in the same school district. The study was a correlational research design that included a qualitative data collection procedure of audiotaped classroom observations. Thirty-three classroom observations were analyzed to determine the frequency of the teaching practices. Teachers in the study used the instructional practices to varying degrees. They used questioning techniques, classroom management techniques, and progression in small steps more frequently than they related information to what the students knew, called for independent work, and engaged in constructive evaluation. The Spearman rho coefficient of correlation was used to test the relationship between the use of teaching practices and the semester grades earned by the students. The practices of relating information to what the student knew, progression in small steps, and the total use of the practices revealed a significant positive relationship with grade achievement.
Subject Area
Curricula|Teaching|Teacher education
Recommended Citation
McGuire, Vicki Rood, "Teaching practices and academically at-risk students" (1992). ETD collection for University of Nebraska-Lincoln. AAI9225483.
https://digitalcommons.unl.edu/dissertations/AAI9225483