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Thursday, October
25, 2001
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Temple University Center for Research
in Human Development and Education |
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Kindergarten Teachers'
Use of Computers in the Classroom
No 105
by
Judith Stull
Temple University
Although there is widespread interest in improving student
achievement, researchers focus on a variety of means to
accomplish this goal. In reality, success will depend on
strategies that identify and incorporate the multiple
factors that affect student achievement. Given the magnitude
of the problem and the limited resources at hand, every
effort needs to be directed toward realizing verifiable
results and recognizing what changes are possible. The
Framework of Alterable Variables facilitates and directs
this discussion.
Framework of Alterable Variables that Contribute to
Student Learning
The Framework of Alterable Variables is composed of six
broad categories of what researchers have associated with
student achievement (Wang, Haertel, & Walberg, 1994, 1995).
As constructed, it provides a systematic, comprehensive
structure for understanding the multiple factors affecting
student achievement, but limits the focus to those areas
where changes can most readily be realized. Each component
is composed of interrelated subvariables.
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The first component is the "teacher practices and classroom
instruction variables." Among the subvariables included in
this component are curricula and their implementation, the
quality and quantity of instruction, the role of assessment,
classroom management and student-teacher interactions, and
the social-psychological climate of the classroom. The
second component is the "program design variables." Included
in this component are such variables as settings under which
instruction takes place; grouping practices; instructional
support resources such as teacher aides; in-class support by
specialist professionals (reading specialists, special
education teachers, and speech therapists); instructional
methods and strategies; and instructional delivery and
management system. The third component is "school
variables," which is composed of such subvariables as the
allocation of school resources, the structure of the school
organization, the professional development of the school
staff, and parent involvement programs. The fourth component
is devoted to "student variables." Among the subvariables in
this component are motivations and subject matter knowledge,
development of a sense of self-competence and
self-confidence, sense of self-direction and motivation to
sustain high standards of achievement, ability to seek help
and give help, use of technology as a learning tool, and
engagement in cooperative learning and learning in a variety
of contexts. The fifth component, "family, community, and
extra-school contextual variables," is composed of those
factors designed to compensate for the disadvantages of
seemingly non-alterable variables such as family poverty.
Included in the sixth component, the "state and district
variables," are state standards and assessment requirements,
teacher certification specifics, and financial and other
resource allocations.
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