Student Test Scores Improved in an English Literature Course through the Use of Supportive Devices

Maninger, Robert

doi:10.1007/s11528-006-0045-x

Cited by 8 publications

(6 citation statements)

References 3 publications

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“…The emphasis on performance-based accountability and the cost of investing in educational technology have led a number of researchers to study the effect technology use has on student achievement. Most of that research (Boster, Meyer, Roberto, Inge, & Strom, 2006;Fan & Orey, 2001;Hagerty & Smith, 2005;Maninger, 2006;Papanastasiou & Ferdig, 2006;Schacter, 1999;Sternberg, Kaplan, & Borck, 2007;Waxman, Lin, & Michko, 2003) has focused on the effects of instructional technology, such as computer-assisted instruction, integrated learning systems technology, and collaborative networked technology, on academic achievement. Recent synthesis research (Protheroe, 2005) indicates a general and well-grounded agreement that educational technology can improve student achievement if it is implemented properly.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The Impact of Technology Use on Hispanic Students' Mathematics Achievement Within Family and School Contexts: Subgroup Analysis between English- and Non-English-Speaking Students

Park

2008

Journal of Educational Computing Research

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This study tested a theoretical model explaining the relationship between technology, family context, and school context variables as predictors of mathematics achievement across two language groups: English-speaking and non-English-speaking Hispanic students. It used data from the base year and first follow-up of the Education Longitudinal Study (ELS: 2002(ELS: /2004). The multigroup analysis of the path model was used to analyze the data. The findings continue to indicate the importance of individual technology usage as a predictor of mathematics performance among non-English-speaking Hispanic students. The study also found that Hispanic parents' direct involvement in their children's schooling has a significant negative effect on their academic achievement.Although the impact of technology on academic achievement has been studied extensively, very little research has examined its effect within the contexts of family and school for language minority students. Recently, researchers (Du, Havard, Yu, & Adams, 2004;Tsikalas & Gross, 2002) noted that the effects of educational technology use across diverse subgroups of students with regard to socioeconomic status, race, and ethnicity are inconsistent. Despite the recent focus on educating language minority students in the United States, 453

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Section: Theoretical Frameworkmentioning

confidence: 99%

The Impact of Technology Use on Hispanic Students' Mathematics Achievement Within Family and School Contexts: Subgroup Analysis between English- and Non-English-Speaking Students

Park

2008

Journal of Educational Computing Research

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“…To the extent that technology integration represents best practices and incorporates pedagogical strategies that seek to increase self-efficacy and student engagement, quality technology use in teaching is one of the ways in which we can conceptualize a student's OTL. NCLB, with its focus on closing the achievement gaps between low socioeconomic status (SES) and high SES students, also includes special emphasis on increasing student access to technology-rich environments (Maninger, 2006;Rigeman & McIntire, 2005). Inequities in this investment for students from different backgrounds or with different educational needs represent a malleable component of OTL.…”

Section: Variable Selectionmentioning

confidence: 99%

Factor Structure of Opportunity to Learn for Students with and without Disabilities

Cawthon

Beretvas²,

Kaye³

et al. 2012

EPAA

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Opportunity to Learn (OTL) stems from the basic premise that there is an important relationship between the quality and intensity of classroom instruction and students’ levels of academic success. For many students with disabilities, an emphasis on OTL has become national priority, yet measuring its impact is a complex challenge. The first purpose of this study was to explore the factorial validity of OTL using indicators found in the 2005 4th grade National Assessment of Educational Progress (NAEP). The study entailed confirmatory factor analyses for potential OTL factors including teacher preparation, professional development, classroom activities, and access to technology. Separate factor analyses were conducted using the reading and mathematics datasets. The authors then looked at the degree to which OTL factors influenced NAEP estimates of ability for both students with disabilities and their non-disabled peers. The following three OTL factors differentially predicted student scores: classroom activities (reading), student constructed projects (reading), and using calculators for instruction (mathematics). For the remaining three reading factors and seven mathematics factors, there were no differences in the relationship between the factors and scores for students with and without disabilities.

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“…Furthermore, the digital divide is connected to students' SES (Harris et al, 2017;Herold, 2017). Students from lower SES neighborhoods tend to have less access to devices at home and school While these variations can be very different, the literature supports the notion that students often benefit from opportunities to learn when there is a robust Internet connection (Kim & Lee, 2011) and at least one device per student (Grimes & Warschauer, 2008;Maninger, 2006;Rizhaupt et al, 2010;Shapley et al, 2009). Kim and Lee (2011) found underprivileged students participating in blended and online courses reported a faster Internet connection would have improved their learning experiences.…”

Section: Access To the Internet And Devicesmentioning

confidence: 86%

“…It was clear from the literature in Chapter 2 that culturally responsive teaching methods will be needed to help close the achievement gap. In addition, the literature shows curriculum personalized toward HUR students' own sociocultural background helps with overall outcomes (Figg et al, 2010;Hall & Damico, 2007;Harness & Drossman, 2011;Maninger, 2006;Watson & Watson, 2011). It was clear in Ms. Aspen's interview that CRP and personalization were top priorities.…”

Section: Discussionmentioning

confidence: 99%

“…In a meta-analysis, Zheng Use of technology to explore and create. HUR students benefit from learning activities that provide them with opportunities to drive their own learning, explore, and become content creators (Figg et al, 2010;Hall & Damico, 2007;Harness & Drossman, 2011;Maninger, 2006;Watson & Watson, 2011). In earlier research, Maninger (2006) studied 110 students who were taught by the same teacher over a period of 2 years.…”

Section: Blended Learning and Student Engagementmentioning

confidence: 99%

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The Effectiveness of Blended Learning For Historically Underepresented High School Students

Paulson¹

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Student Test Scores Improved in an English Literature Course through the Use of Supportive Devices

Cited by 8 publications

References 3 publications

The Impact of Technology Use on Hispanic Students' Mathematics Achievement Within Family and School Contexts: Subgroup Analysis between English- and Non-English-Speaking Students

The Impact of Technology Use on Hispanic Students' Mathematics Achievement Within Family and School Contexts: Subgroup Analysis between English- and Non-English-Speaking Students

Factor Structure of Opportunity to Learn for Students with and without Disabilities

The Effectiveness of Blended Learning For Historically Underepresented High School Students

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