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International Journal of Leadership in Education | 2009

The effects of school culture and climate on student achievement

Angus J. MacNeil; Doris L. Prater; Steve Busch

The purpose of the study was to investigate whether Exemplary, Recognized and Acceptable schools differ in their school climates, as measured by the 10 dimensions of the Organizational Health Inventory. Significant differences were found on all 10 dimensions of the Organizational Health Inventory, with Exemplary schools out‐performing Acceptable schools. No statistical significance was found between Exemplary and Recognized schools. Statistical significance was found, with Recognized schools out‐performing Acceptable schools on the Organizational Health dimensions of Goal focus and Adaptation. The findings of this study suggest that students achieve higher scores on standardized tests in schools with healthy learning environments.


Bilingual Research Journal | 1993

Using Peer Response Groups with Limited English Proficient Writers

Doris L. Prater; Andrea B. Bermudez

The use of peer response groups in writing classrooms has become increasingly popular in recent years as emphasis has shifted from product to process. For the limited English proficient (LEP) student, however, interaction with peers or teacher has been more restricted. The present study investigated the effectiveness of the use of heterogeneous (in terms of language proficiency and ability) peer response groups with forty-six LEP students in grade four language arts classes. The results indicated significant differences on two measures of fluency for the subjects assigned to peer response groups; however, there was no difference in overall quality of compositions produced.


Reading Psychology | 1988

Effects of Mapping Strategies on Reading Comprehension and Writing Performance.

Doris L. Prater; C. Ann Terry

Three studies were conducted to examine the extent to which mapping strategies used in conjunction with basal reader stories enhanced the comprehension and writing performance of fifth-grade students. In Experiment 1, significant differences on a reading comprehension measure were found in favor of a group receiving key concept mapping strategies when compared to a control group, but no differences were found in the overall quality of compositions produced (N =30). The key-concept mapping strategy was found to work particularly well for those types of reading selections that were factual/informative in nature. Experiment 2 expanded the previous study to 80 subjects drawn from eight classrooms. In this study, the stories mapped were restricted to factual/informative type selections. A detailed scoring guide was developed in an attempt to pick up any differences in writing produced by the students. Again, significant differences were found on the reading comprehension measure, but no differences were found ...


TESOL Quarterly | 1990

Using Brainstorming and Clustering with LEP Writing to Develop Elaboration Skills

Andrea B. Bermudez; Doris L. Prater

Long, M. H. (1983). Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition, 5, 177-193. Long, M. H., & Porter, P. A. (1985). Group work, interlanguage talk, and second language acquisition. TESOL Quarterly, 19(2), 207-228. Yule, G., Hoffman, P., & Damico, J. (1987). Paying attention to pronunciation: The role of self-monitoring in perception. TESOL Quarterly, 21(4), 765-768.


Reading Research and Instruction | 1990

Writing proficiency and student use of prewriting/invention strategies

Carol Pope; Doris L. Prater

Abstract The preferred prewriting Invention strategies of advanced, average, and basic ability 11th grade writers were compared. Students (n =212) in classes of teachers trained in a writing workshop were instructed in the use of eight prewriting heuristics suggested as useful by theorists in the field of composition. The students were surveyed as to usefulness of the respective strategies. Preferences were compared by level of student and relative rankings of the strategies were compiled. Implications for classroom instruction are stated.


Reading Psychology | 1985

A COMPARISON OF READING COMPREHENSION ACROSS SELECTED CONTENT AREAS

Thomas C. Gee; Doris L. Prater; Betty Lee Criscoe

Fifty fifth‐grade students read passages at three readability levels from four content areas. They answered vocabulary, literal, and interpretive/applied questions based upon each passage, Significan differences in comprehension were, found across ability levels and across content areas. Students performed better, as might be expected, on literature and social studies passages than on mathematics and scientific materials. Teachers and test makers are encouraged to include a number of passages from a variety of content areas in informal and standardized tests.


Computers and Composition | 1993

The role of hypermedia in synthesis writing

David B. Palumbo; Doris L. Prater


Computers in Human Behavior | 1992

A comparison of computer-based prewriting strategies for basic ninth-grade writers

David B. Palumbo; Doris L. Prater


Society for Information Technology & Teacher Education International Conference | 2001

The Uses of Computers For Instruction in the Classroom: A Comparison of Teachers’ and Principals’ Perceptions

Doris L. Prater; Angus J. MacNeil


Educational Technology Research and Development | 1995

Using electronic meeting system support in the design of the graduate core curriculum

Dennis W. Spuck; Doris L. Prater; David B. Palumbo

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Andrea B. Bermudez

University of Houston–Clear Lake

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David B. Palumbo

University of Houston–Clear Lake

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Betty Lee Criscoe

University of Houston–Clear Lake

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Carol Pope

North Carolina State University

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Dennis W. Spuck

University of Houston–Clear Lake

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Thomas C. Gee

University of Houston–Clear Lake

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