Evidence of Deeper Learning Outcomes: Findings from the Study of Deeper Learning

Autor/in	Taylor, James
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Evidence of Deeper Learning Outcomes: Findings from the Study of Deeper Learning
Quelle	(2014), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Critical Thinking; Outcomes of Education; High School Students; Quasiexperimental Design; Thinking Skills; Knowledge Level; Interpersonal Competence; College Admission; Graduation Rate; International Assessment; Achievement Tests; Reading Tests; Mathematics Tests; Science Tests; Effect Size; Student Motivation; Self Efficacy; Statistical Distributions; Self Control; Locus of Control; Persistence; Learner Engagement; Academic Achievement; Student Surveys; California; New York; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Kritisches Denken; Lernleistung; Schulerfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Denkfähigkeit; Wissensbasis; Interpersonale Kompetenz; Hochschulzugang; Hochschulzulassung; Zulassung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Wahrscheinlichkeitsverteilung; Selbstbeherrschung; Ausdauer; Schulleistung; Schülerbefragung; Kalifornien
Abstract	The "Study of Deeper Learning: Opportunities and Outcomes", funded by the William and Flora Hewlett Foundation, is a "proof-of-concept" study to determine whether students attending high schools with a mature and at least moderately well-implemented approach to promoting deeper learning experience greater deeper learning opportunities and outcomes than they would have had they not attended these schools. The study includes a set of high schools belonging to networks that are aligned with a deeper learning approach. The purpose of this paper is to provide quasi-experimental empirical evidence on whether or not students who experienced these network schools' approaches achieved better outcomes than they would have otherwise. Specifically, did students attending these network schools: (1) score higher on measures of content knowledge and critical thinking skills associated with the OECD PISA-based Test for Schools; (2) report higher levels of intra- and inter-personal competencies and dispositions; (3) attain a higher rate of graduation; or (4) attain a higher rate of post-secondary matriculation than they would have if they had not attended the network schools? This analysis relies on student-level data from schools located in six districts across two states: California and New York. The primary findings include: (1) Students in participating network high schools scored significantly higher on the OECD PISA-based Test for Schools in reading, mathematics, and science than students in the paired non-network schools. Effect sizes for all three test subjects were similar in magnitude, with the scores of students attending network schools exceeding the scores of students in non-network schools by approximately 0.11 standard deviations; and (2) Network students reported higher levels of academic engagement, motivation to learn, self-efficacy and collaboration skills relative to similar students who attended comparison schools. Effect sizes ranged from 0.12 standard deviations (for motivation to learn) to 0.20 standard deviations (for academic engagement). On the other intrapersonal competencies (perseverance, self-management, creative thinking skills, and locus of control) there were no significant differences between network and comparison students. Exhibits are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01