000			01400nam a22001937a 4500
005			20250116104101.0
008			250116b |||||||| |||| 00| 0 eng d
040			_cLDD
100			_aTengberg, Michael
245			_aThe impact of observable and perceived features of instruction on student achievement
260			_aElsevier, 2024
300			_bp. 1-11
490			_aAn International Journal Of Research And Studies _vVol. 139
500			_aThis 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			_aClassroom Observation
700			_aSkar, Gustaf B.
856			_yclick here to access online _uhttps://www.sciencedirect.com/science/article/pii/S0742051X23004456
942			_2ddc _cARTICLES
999			_c194218 _d194218