最优资源理论导论:一个提高学生成绩的框架

Q2 Social Sciences The Journal of Negro Education Pub Date : 2022-01-01 DOI:10.7709/JNEGROEDUCATION.84.1.0025

K. Anderson

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引用次数: 11

摘要

摘要:本文介绍了最优资源理论(ORT)作为一个研究框架，以提高学生的成绩，并为学校的最佳实践提供信息。ORT运用历史研究视角和现有理论的局限性为其发展提供信息。描述了ORT的原理，并使用了一个国家数据集来证明ORT的有效性。具体来说，来自特殊教育小学纵向研究的数据被用来检验读写能力相关的教学决策对平均或高于平均水平的黑人残疾男性阅读成绩的预测能力。研究结果强调了制定战略性教学决策的重要性，以及仔细检查普通课堂教学策略对残疾黑人男性学生成绩的假设贡献与实际贡献的必要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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An Introduction to Optimal Resource Theory: A Framework for Enhancing Student Achievement

Abstract:In this article, optimal resource theory (ORT) is introduced as a research framework to enhance student outcomes and inform best-practices in schools. ORT uses historical research perspectives and limitations from existing theories to inform its development. ORT principles are described and a national dataset is used to demonstrate the efficacy of ORT. Specifically, data from the Special Educational Elementary Longitudinal Study are used to examine the predictive power of literacy-related teaching decisions on reading achievement for average to above-average Black males with disabilities. Results highlight the importance of making strategic instructional decisions and the need to carefully examine common classroom-based teaching strategies for assumed versus actual contributions to Black male achievement for students with disabilities.

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来源期刊

The Journal of Negro Education Social Sciences-Anthropology

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： The Journal of Negro Education (JNE), a refereed scholarly periodical, was founded at Howard University in 1932 to fill the need for a scholarly journal that would identify and define the problems that characterized the education of Black people in the United States and elsewhere, provide a forum for analysis and solutions, and serve as a vehicle for sharing statistics and research on a national basis. JNE sustains a commitment to a threefold mission: first, to stimulate the collection and facilitate the dissemination of facts about the education of Black people; second, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people.