J. Saam - Academia.edu (original) (raw)

Papers by J. Saam

Research paper thumbnail of Compartmentalizing, Prioritizing, Personalizing: Balancing Competing Demands

Research paper thumbnail of Using Emerging Technologies to Help Bridge the Gap Between University Theory and Classroom Practice: Challenges and Successes

School Science and Mathematics, 2002

, 812-856-8473). This was a collaborative paper where each author contributed significantly to th... more , 812-856-8473). This was a collaborative paper where each author contributed significantly to the use of the ILF and in the conceptualization of how the ILF was integrated into our respective methods courses.

Research paper thumbnail of The Effects of Full-day Versus Half-day Kindergarten on the Achievement of Students With Low/Moderate Income Status

Journal of Research in Childhood Education, 2005

recently contracted with the Center for Evaluation and Education Policy (formerly the Indiana Edu... more recently contracted with the Center for Evaluation and Education Policy (formerly the Indiana Education Policy Center) to conduct a review of research on full day kindergarten. The goal of the report is to provide useful information to Indiana policymakers as they debate the merits of full versus half day programs. This report sought to answer three questions: What does the national research say about the effectiveness of full day kindergarten? What does the Indiana data say about full day kindergarten? And how is time used within full day kindergarten programs? Finally, the report concludes with a series of recommendations regarding Indiana policy on full day kindergarten. What Does the National Research Say About the Effectiveness of Full Day Kindergarten? Center staff conducted an exhaustive review of the literature regarding the effects of full day kindergarten programs. Primary sources were acquired from the on-line databases ERIC and PsycInfo. Additionally, lead authors of full day kindergarten projects were contacted. Only those reports that directly compare the experiences of students participating in full versus half day programs were included in the review. Research on alternate day programs, in which students attend an entire day of kindergarten on alternating days, is not included due to the lack of evidence supporting the effectiveness of these programs. Evidence was gathered supporting the following areas: attendance; academic achievement, including grade retention and special education referral; social and behavioral effects; and effects on disadvantaged students. On the issue of attendance, findings are inconclusive. The studies involving academic achievement, grade retention, special education referrals, and social and behavioral effects generally support the effectiveness of full day over half day programs. Disadvantaged students in full day kindergarten were also found to experience greater academic benefits than students in half day programs, although the magnitude of these greater benefits is again inconclusive. The national research suggests that there are no negative outcomes commonly associated with full day kindergarten. What Does the Indiana Data Say About the Effectiveness of Full Day Kindergarten? Researchers have conducted several evaluations of full day kindergarten in Indiana. These studies followed students in the following Indiana school districts: Evansville-Vanderburgh School Corporation, Lawrence Township, Perry Township, Muncie Community Schools, and Indianapolis Public Schools. Each set of studies is reviewed in this section. Data were also collected from and analyzed from two additional Indiana districts: a large, urban district and a rural district.

Research paper thumbnail of In Search of the Epiphany of Homework Assignments: A Model of Evaluating Local Schools' Homework Practices

Universal Journal of Educational Research, 2013

Some parents and students perceived demanding homework assignments as a frequent source of grieva... more Some parents and students perceived demanding homework assignments as a frequent source of grievance, particularly for those high performing students who want spare time for independent study and cultivation of talents through extracurricular activities. Teachers tended to perceive homework assignments as a meaningful extension of instruction time and a media of communication between school and home. Cognizant of the possible conflicts about homework practices between school and home, the current study investigated homework issues from the students' and their parents' perspective while maintaining the integrity and information provided by the teachers of those students. The overarching goal of the current study was to establish a conceptual and applicable model for evaluating homework practices in local schools. Data collected included student and parent surveys, teacher homework philosophies, sample homework assignments, and homework hallway charts. The survey results were ...

Research paper thumbnail of The Effects of Full-day Versus Half-day Kindergarten on the Achievement of Students With Low/Moderate Income Status

Journal of Research in Childhood Education, 2005

on full day kindergarten. The goal of the report is to provide useful information to Indiana poli... more on full day kindergarten. The goal of the report is to provide useful information to Indiana policymakers as they debate the merits of full versus half day programs.

Research paper thumbnail of Compartmentalizing, Prioritizing, Personalizing: Balancing Competing Demands

Research paper thumbnail of Using Emerging Technologies to Help Bridge the Gap Between University Theory and Classroom Practice: Challenges and Successes

School Science and Mathematics, 2002

, 812-856-8473). This was a collaborative paper where each author contributed significantly to th... more , 812-856-8473). This was a collaborative paper where each author contributed significantly to the use of the ILF and in the conceptualization of how the ILF was integrated into our respective methods courses.

Research paper thumbnail of The Effects of Full-day Versus Half-day Kindergarten on the Achievement of Students With Low/Moderate Income Status

Journal of Research in Childhood Education, 2005

recently contracted with the Center for Evaluation and Education Policy (formerly the Indiana Edu... more recently contracted with the Center for Evaluation and Education Policy (formerly the Indiana Education Policy Center) to conduct a review of research on full day kindergarten. The goal of the report is to provide useful information to Indiana policymakers as they debate the merits of full versus half day programs. This report sought to answer three questions: What does the national research say about the effectiveness of full day kindergarten? What does the Indiana data say about full day kindergarten? And how is time used within full day kindergarten programs? Finally, the report concludes with a series of recommendations regarding Indiana policy on full day kindergarten. What Does the National Research Say About the Effectiveness of Full Day Kindergarten? Center staff conducted an exhaustive review of the literature regarding the effects of full day kindergarten programs. Primary sources were acquired from the on-line databases ERIC and PsycInfo. Additionally, lead authors of full day kindergarten projects were contacted. Only those reports that directly compare the experiences of students participating in full versus half day programs were included in the review. Research on alternate day programs, in which students attend an entire day of kindergarten on alternating days, is not included due to the lack of evidence supporting the effectiveness of these programs. Evidence was gathered supporting the following areas: attendance; academic achievement, including grade retention and special education referral; social and behavioral effects; and effects on disadvantaged students. On the issue of attendance, findings are inconclusive. The studies involving academic achievement, grade retention, special education referrals, and social and behavioral effects generally support the effectiveness of full day over half day programs. Disadvantaged students in full day kindergarten were also found to experience greater academic benefits than students in half day programs, although the magnitude of these greater benefits is again inconclusive. The national research suggests that there are no negative outcomes commonly associated with full day kindergarten. What Does the Indiana Data Say About the Effectiveness of Full Day Kindergarten? Researchers have conducted several evaluations of full day kindergarten in Indiana. These studies followed students in the following Indiana school districts: Evansville-Vanderburgh School Corporation, Lawrence Township, Perry Township, Muncie Community Schools, and Indianapolis Public Schools. Each set of studies is reviewed in this section. Data were also collected from and analyzed from two additional Indiana districts: a large, urban district and a rural district.

Research paper thumbnail of In Search of the Epiphany of Homework Assignments: A Model of Evaluating Local Schools' Homework Practices

Universal Journal of Educational Research, 2013

Some parents and students perceived demanding homework assignments as a frequent source of grieva... more Some parents and students perceived demanding homework assignments as a frequent source of grievance, particularly for those high performing students who want spare time for independent study and cultivation of talents through extracurricular activities. Teachers tended to perceive homework assignments as a meaningful extension of instruction time and a media of communication between school and home. Cognizant of the possible conflicts about homework practices between school and home, the current study investigated homework issues from the students' and their parents' perspective while maintaining the integrity and information provided by the teachers of those students. The overarching goal of the current study was to establish a conceptual and applicable model for evaluating homework practices in local schools. Data collected included student and parent surveys, teacher homework philosophies, sample homework assignments, and homework hallway charts. The survey results were ...

Research paper thumbnail of The Effects of Full-day Versus Half-day Kindergarten on the Achievement of Students With Low/Moderate Income Status

Journal of Research in Childhood Education, 2005

on full day kindergarten. The goal of the report is to provide useful information to Indiana poli... more on full day kindergarten. The goal of the report is to provide useful information to Indiana policymakers as they debate the merits of full versus half day programs.