Playway To English 3 Teacher’s.epub

Playway To English 3 Teacher’s.epub





 
 
 
 
 
 
 

Playway To English 3 Teacher’s.epub

the studies were evaluated using a three-step-model for the content, design, and context of the playway set as described in langford, and burns (2006). the criteria were the number of studies complying with each of the three levels (selection criteria), the selection of the studies that have had a similar (convergent) design as the studies that did comply with the selection criteria (criterion validity), the extent to which the study results were replicated in other similar studies (reliability), and the evidence that the observed effects in the studies were real (predictive validity).

the results of the evaluation of the studies are presented in table 2. the majority of the studies ( n = 9 ) claimed to have complied with level 1 and level 3 of the three-step-model. only one study adhered to level 1 and 2, and a further two studies adhered to level 1, 2, and 3. to evaluate the evidence for level 2 compliance, i consulted the two studies that adhered to level 1. in these studies, the evaluation of the validity, reliability, and predictive validity was slightly positive. two of the studies adhered to level 3 and all of the studies adhered to level 4.

i found that only six studies used more than one assessment tool, four of which are included in this review. the positive evidence for the content, design, and context of the playway set is discussed below.

eleven studies were identified as involving a complete intervention, and the remaining two studies involved partial intervention. the interventions were based on the following components: assessment, tutoring, multimedia, classroom-based activities, and assessments. only one study was based on a complete intervention, using the whole playway to english (pupils) books. the other eleven studies used the playway to english teachers book. the following interventions were based on both of these books (see table 1 ): digital, classroom-based, and total intervention, and the following were based on one or both of these books: classroom-based activities, multimedia, and assessment.

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