American Educational Research Association

This quasi-experimental study compared the effects of morphemic and contextual analysis instruction (MC) with the effects of textbook vocabulary instruction (TV) that was integrated into social studies textbook lessons. The participants were 157 students in eight fifth-grade classrooms. The results indicated that (a) TV students were more successful at learning textbook vocabulary; (b) MC students were more successful at inferring the meanings of novel affixed words; (c) MC students were more successful at inferring the meanings of morphologically and contextually decipherable words on a delayed test but not on an immediate test; and (d) the groups did not differ on a comprehension measure or a social studies learning measure. The results were interpreted as support for teaching specific vocabulary and morphemic analysis, with some evidence for the efficacy of teaching contextual analysis.… (plus d'informations)

Articles named:
Surveillance and Sacrifice: Gender Differences in the Monitoring Patterns of Black Professors at Predominantly White Research Universities
From GED to College: Age Trajectories of Nontraditional Educational Paths
Triangulating Principal Effectiveness: How Perspectives on Parents, Teachers, and Assistant Principals Identify the Central Importance of Managerial Skills
Implicit Social Cognitions Predict Sex Differences in Math Engagement and Achievement
Problem-based Learning in K-12 Education: Is it Effective and How Does it Achieve its Effects?
Converging Trajectories: reading Growth in Language Minority Learners and Their Classmates, Kindergarten to Grade 8… (plus d'informations)