Stephanie J Stillman-Spisak
Biographic Data
| ID | 5180756 |
|---|---|
| NAME | Stephanie J Stillman-Spisak |
| GIVEN NAMES | Stephanie J |
| FAMILY NAME | Stillman-Spisak |
| SIGNATURE | STILLMAN-SPISAK S J |
| AFFILIATIONS | The University of Texas at Austin |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 1 |
Student Perceptions of Instruction in Middle and Secondary U.S. History Classes
Today’s social studies teachers and students face an unprecedented time of standards and accountability. Students bring influences that may interact with the instructional context teachers provide for learning. Eighth- and 11th-grade U.S. history students (n = 512) from 11 schools (23 teachers), diverse in location, ethnicity, and socioeconomic status, provided their perceptions of the instructional context. Student responses provided generally p…
Efficacy of Collaborative Strategic Reading With Middle School Students
The authors conducted an experimental study to examine the effects of collaborative strategic reading and metacognitive strategic learning on the reading comprehension of students in seventh- and eighth-grade English/language arts classes in two sites (Texas, Colorado) and in three school districts. Students were randomly assigned to classes and then classes were randomly assigned to treatment or business-as-usual comparison groups. If a teacher …
Efficacy of Collaborative Strategic Reading With Middle School Students
The authors conducted an experimental study to examine the effects of collaborative strategic reading and metacognitive strategic learning on the reading comprehension of students in seventh- and eighth-grade English/language arts classes in two sites (Texas, Colorado) and in three school districts. Students were randomly assigned to classes and then classes were randomly assigned to treatment or business-as-usual comparison groups. If a teacher …
Efficacy of Collaborative Strategic Reading With Middle School Students
The authors conducted an experimental study to examine the effects of collaborative strategic reading and metacognitive strategic learning on the reading comprehension of students in seventh- and eighth-grade English/language arts classes in two sites (Texas, Colorado) and in three school districts. Students were randomly assigned to classes and then classes were randomly assigned to treatment or business-as-usual comparison groups. If a teacher …
Student Perceptions of Instruction in Middle and Secondary U.S. History Classes
Today’s social studies teachers and students face an unprecedented time of standards and accountability. Students bring influences that may interact with the instructional context teachers provide for learning. Eighth- and 11th-grade U.S. history students (n = 512) from 11 schools (23 teachers), diverse in location, ethnicity, and socioeconomic status, provided their perceptions of the instructional context. Student responses provided generally p…
Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Reading (process (2 works) · Academic achievement (1 works) · Accountability (1 works) · Class (philosophy (1 works) · Cognition (1 works) · Comprehension (1 works) · Computer Science (1 works)