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In a climate of high stakes testing, Reading/Language
Arts
achievement is now defined by quantitative measures.
But how
does the affective aspects of schooling and learning
impact tested
achievement? This book looks at two High Schools in
California and
compares the Reading/Language arts achievement of
students from
these two schools. Students at one high schoolparticipated in
stress management techniques through the TENDS
Project prior to
instruction and assessment.
Students at the other school, a California
Distinguished School,
acted as the control population in this randomized
study. Results
show that students who managed their stress and
anxiety gained
higher achievement levels on standardized measures.
The self
assessment tools analyzed from students, teachers and
researchers
shed light on many of the affective factors that
influence all domains
of language learning. This book demonstrates that
where
engagement is synonymous with learning, stress and
anxiety are
counter productive to achievement.
Arts
achievement is now defined by quantitative measures.
But how
does the affective aspects of schooling and learning
impact tested
achievement? This book looks at two High Schools in
California and
compares the Reading/Language arts achievement of
students from
these two schools. Students at one high schoolparticipated in
stress management techniques through the TENDS
Project prior to
instruction and assessment.
Students at the other school, a California
Distinguished School,
acted as the control population in this randomized
study. Results
show that students who managed their stress and
anxiety gained
higher achievement levels on standardized measures.
The self
assessment tools analyzed from students, teachers and
researchers
shed light on many of the affective factors that
influence all domains
of language learning. This book demonstrates that
where
engagement is synonymous with learning, stress and
anxiety are
counter productive to achievement.