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Folly Beach Library
Closed
Phone: (843) 588-2001
Edgar Allan Poe/Sullivan's Island Library
Closed for renovations
Phone: (843) 883-3914
West Ashley Library
9 a.m. – 7 p.m.
Phone: (843) 766-6635
Wando Mount Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 805-6888
Village Library
9 a.m. – 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
9 a.m. – 8 p.m.
Phone: (843) 889-3300
Otranto Road Library
9 a.m. – 8 p.m.
Phone: (843) 572-4094
Mt. Pleasant Library
9 a.m. – 8 p.m.
Phone: (843) 849-6161
McClellanville Library
9 a.m. - 6 p.m.
Phone: (843) 887-3699
Keith Summey North Charleston Library
9 a.m. – 8 p.m.
Phone: (843) 744-2489
John's Island Library
9 a.m. – 8 p.m.
Phone: (843) 559-1945
Hurd/St. Andrews Library
9 a.m. – 8 p.m.
Phone: (843) 766-2546
Miss Jane's Building (Edisto Library Temporary Location)
9 a.m. – 6 p.m.
Phone: (843) 869-2355
Dorchester Road Library
9 a.m. – 8 p.m.
Phone: (843) 552-6466
John L. Dart Library
9 a.m. – 7 p.m.
Phone: (843) 722-7550
Baxter-Patrick James Island
9 a.m. – 8 p.m.
Phone: (843) 795-6679
Main Library
9 a.m. – 8 p.m.
Phone: (843) 805-6930
Bees Ferry West Ashley Library
9 a.m. – 8 p.m.
Phone: (843) 805-6892
Mobile Library
9 a.m. - 5 p.m.
Phone: (843) 805-6909
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High Impact Study Skills for Diverse PreK-12 Subgroups
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- Author(s): Wilmore, Elaine L.
- Language:
English- Source:
Educational Leadership and Administration: Teaching and Program Development. May 2020 32:24-36.- Publication Date:
2020- Document Type:
Journal Articles
Reports - Research
Tests/Questionnaires - Language:
- Additional Information
- Availability: California Association of Professors of Education Administration. Web site: http://www.capea.org
- Peer Reviewed: Y
- Source: 13
- Education Level: Elementary Secondary Education
Elementary Education
Junior High Schools
Middle Schools
Secondary Education
High Schools - Subject Terms: Elementary Secondary Education; Study Skills; Achievement Gap; African American Students; At Risk Students; English Language Learners; Special Needs Students; Students with Disabilities; Academically Gifted; School Districts; Small Group Instruction; Cooperative Learning; Student Projects; Comprehension; Goal Orientation; Elementary School Teachers; Middle School Teachers; High School Teachers
- Subject Terms:
- ISSN: 1064-4474
- Abstract: As educators, we know students from all sections of the population who are bright, but do not do well academically (Grade Power Learning, 2018). This is particularly true with students from underrepresented populations or whose parents are not college graduates. Significant reasons for this are because they do not know how to study effectively, how to get organized to study, how to complete assignments beyond the simplest level, and how to comprehend and retain information (Kern, 2008). This occurs across all racial and economic lines. Thus, the problem addressed in this study/paper has been to identify successful study skills that would be effective with diverse subgroups. The objectives of this study were to: (1) Determine study skills that had been used successfully by current teachers in the field across various ages and subgroups; and (2) Increase student learning across subgroups through the identification of successful study skills techniques to help close the achievement gap. This project sought study skills that were successful as identified by actual teachers in the field. Teachers in the Northeast Texas arena were queried via blind survey research to identify techniques they had utilized successfully with their varying subgroups. Those results have been tabulated, analyzed, and presented. This project consists of two groups of Northeast Texas teachers using the same survey (Appendix), but delivered by different methods. The first was an open-ended survey presented by principals at ten different campuses (3 elementary, 4 middle schools, and 3 high schools), with superintendent permission, face-to-face in faculty meetings. The same survey was subsequently sent electronically to ten additional campuses (3 elementary, 4 middle schools, and 3 high schools) via Survey Monkey with principal and superintendent permission. Responses were also returned via Survey Monkey. The responses from both surveys were collected and analyzed. Since the survey, as shown in Appendix A, was the same, the only difference was method of delivery.
- Abstract: As Provided
- Publication Date: 2020
- Accession Number: EJ1254502
- Availability:
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