The impact of observable and perceived features of instruction on student achievement (Record no. 194218)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01400nam a22001937a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20250116104101.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 250116b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | LDD |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Tengberg, Michael |
| 245 ## - TITLE STATEMENT | |
| Title | The impact of observable and perceived features of instruction on student achievement |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Elsevier, 2024 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Other physical details | p. 1-11 |
| 490 ## - Journal | |
| Journal | An International Journal Of Research And Studies |
| Volume/sequential designation | Vol. 139 |
| 500 ## - GENERAL NOTE | |
| General note | This study explored to what extent observable and perceived features of language arts instruction could explain variance in student reading achievement in lower secondary school. Data from classroom observations (using PLATO) and student surveys (using Tripod) were collected to examine the relationships between dimensions of teaching and student achievement gains (N=601). A combination of instructional features that provide coherence and consolidation of new knowledge were found to be positive predictors of reading achievement. The majority of features examined, however, did not significantly explain variance in achievement. We discuss the findings with respect to expected theoretical assumptions and potential measurement limitations. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Classroom Observation |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Skar, Gustaf B. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Link text | click here to access online |
| Uniform Resource Identifier | <a href="https://www.sciencedirect.com/science/article/pii/S0742051X23004456">https://www.sciencedirect.com/science/article/pii/S0742051X23004456</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Article |
| Date last seen | Total checkouts | Price effective from | Koha item type | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Withdrawn status | Home library | Current library | Date acquired |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 01/16/2025 | 01/16/2025 | Article | Dewey Decimal Classification | Library and Documentation Division NCERT | Library and Documentation Division NCERT | 01/16/2025 |
