Adolescent Literacy and Textbooks: An Annotated Bibliography

A companion report to Carnegie's Time to Act, provides an annotated bibliography of research on textbook design and reading comprehension for fourth through twelfth grade, arranged by topic. Calls for a dialogue between publishers and researchers

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K–12 students. In light of this small corpus, caution is required in generalizing to the K–12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education)

Music\u27s Influence on Cognitive Development

Many people have disputed that music affect\u27s brain development. Often, people will challenge the idea that music can lead to an enhancement of higher brain functioning. However, it has been demonstrated, through varied use of music that people benefit from music\u27s impact on both hemispheres of the brain, which make learning easier. Through the collection of multiple resources, my research study will focus on the various benefits of music with regard to cognitive development. The action research study will be based on music integration at the elementary level and its impact on student learning and motivation. I will survey various classroom teachers to understand the involvement of music in their curriculum and music services offered to students with special needs. The goal of this research study is to investigate the relationship between music and brain growth with regard to student learning and motivation within the classroom. I hope to find a strong connection between engaging children with music at various levels and development. Also, I am hoping to find an increase in student motivation when music is integrated within the curriculum. This topic was chosen because of its impact on my childhood. I grew up with music in my home and in various classroom settings. I felt that music helped me to remember things when they were put to music. In first grade my teacher would play her guitar and we would sing songs. To this day I still remember Down by the Bay... a song about creating rhymes. I feel that this had an influence on my achievement because it always kept me thinking and learning new things keeps my brain exercised

Informing Writing: The Benefits of Formative Assessment

Examines whether classroom-based formative writing assessment - designed to provide students with feedback and modified instruction as needed - improves student writing and how teachers can improve such assessment. Suggests best practices

Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

ImpacT2 project: preliminary study 1: establishing the relationship between networked technology and attainment

This report explored teaching practices, beliefs and teaching styles and their influences on ICT use and implementation by pupils. Additional factors explored included the value of school and LEA policies and teacher competence in the use of ICT in classroom settings. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 816 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of IC

Journal of Technology Education

The Journal of Technology Education provides a forum for scholarly discussion on topics relating to technology education. Manuscripts focus on technology education research, philosophy, and theory. In addition, the Journal publishes book reviews, editorials, guest articles, comprehensive literature reviews, and reactions to previously published articles. Users can access archived articles starting from 1989. Educational levels: Graduate or professional

A systematic review of pedagogical approaches that can effectively include children with special educational needs in mainstream classrooms with a particular focus on peer group interactive approaches

The broad background to this review is a long history of concepts of special pupils and special education, and a faith in special pedagogical approaches. The rise of inclusive schools and some important critiques of special pedagogy (e.g. Hart, 1996; Norwich and Lewis, 2001; Thomas and Loxley, 2001) have raised the profile of teaching approaches that ordinary teachers can and do use to include children with special educational needs in mainstream classrooms. Inclusive education itself is increasingly conceived as being about the quality of learning and participation that goes on in inclusive schools rather than simplistic matters of where children are place