How Does Opportunity to Learn Influence Student Achievement?

Autor/in	Ficarra, Laura
Titel	How Does Opportunity to Learn Influence Student Achievement?
Quelle	In: Journal for Leadership and Instruction, 21 (2022) 2, S.15-23 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2475-6032
Schlagwörter	Educational Opportunities; Academic Achievement; Teacher Attitudes; Parent Participation; Teaching Methods; Leadership Qualities; Language Arts; Mathematics Education; Achievement Tests; Grade 8; Secondary School Students; Faculty Development; Achievement Gap; Administrator Surveys; Teacher Surveys; New York; Teaching and Learning International Survey + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Schulleistung; Lehrerverhalten; Elternmitwirkung; Teaching method; Lehrmethode; Unterrichtsmethode; Führungseigenschaft; Sprachkultur; Mathematische Bildung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler
Abstract	The purpose of this article was to explore the differences in opportunity to learn between higher and lower achieving schools. Additionally, the teachers' perception of Opportunity to Learn (OTL) as it relates to students' achievement were investigated. Teachers were surveyed to investigate any difference in their perceptions of opportunity to learn, parental involvement, instructional practices, and quality of leadership between higher and lower achievement schools. This exploratory study scrutinized the variables and demographics that might predict student achievement. The independent variables were opportunity to learn, parental involvement, instructional qualities, and quality of leadership. The dependent variable was student achievement using New York State (NYS) Math 8th Grade scores and English Language Arts (ELA). A significant finding in this study was that student achievement was not related to student demographics. English language learners were equally matched between each pair of higher and lower performing schools. Race and Students with Disabilities were approximately equal in each set of schools. Furthermore, this study found that OTL was employed more in higher performing than in lower performing schools. (As Provided).
Anmerkungen	SCOPE Education Services. 100 Lawrence Avenue, Smithtown, NY 11787. Tel: 631-360-0834; Fax: 631-360-8489; e-mail: contact@scopeonline.us; Web site: http://scopeonline.us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01