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A Path Analysis Study Of The Factors Affecting Mathematics Achievement For African American And White Third Grade Students
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Book Synopsis A Path Analysis Study of the Factors Affecting Mathematics Achievement for African-American and White Third-grade Students by : Kathy M. Cousins
Download or read book A Path Analysis Study of the Factors Affecting Mathematics Achievement for African-American and White Third-grade Students written by Kathy M. Cousins and published by . This book was released on 1995 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Mathematics Success and Failure Among African-American Youth by : Danny Bernard Martin
Download or read book Mathematics Success and Failure Among African-American Youth written by Danny Bernard Martin and published by Routledge. This book was released on 2000-01-01 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: No matter how mathematics achievement and persistence are measured, African Americans seem to lag behind their peers. This state of affairs is typically explained in terms of student ability, family background, differential treatment by teachers, and biased curricula. But what can explain disproportionately poor performance and persistence of African-American students who clearly possess the ability to do well, who come from varied family and socioeconomic backgrounds, who are taught by caring and concerned teachers, and who learn mathematics in the context of a reform-oriented mathematics curriculum? And, why do some African-American students succeed in mathematics when underachievement is the norm among their fellow students? Danny Martin addresses these questions in Mathematics Success and Failure Among African-American Youth, the results of a year-long ethnographic and observational study of African-American students and their parents and teachers. Mathematics Success and Failure Among African-American Youth goes beyond the conventional explanations of ability, socioeconomic status, differential treatment, and biased curricula to consider the effects of history, community, and peers--and the individual agency that allows some students to succeed despite these influences. Martin's analysis suggests that prior studies of mathematics achievement and persistence among African Americans have failed to link sociohistorical, community, school, and intrapersonal forces in sufficiently meaningful ways, and that they suffer from theoretical and methodological limitations that hinder the ability of mathematics educators to reverse the negative achievement and persistence trends that continue to afflict African-American students. The analyses and findings offered in Martin's book lead to exciting implications for future research and intervention efforts concerning African-American students--and other students for whom history and context play an important role. This book will be useful and informative to many groups: mathematics education researchers, education researchers interested in the social context of learning and teaching, policymakers, preservice and in-service teachers, students, parents, and community advocates. It will also be of interest to readers concerned with multicultural education, cross-cultural studies of mathematics learning, sociology of education, Black Studies, and issues of underrepresentation in science and mathematics.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-09 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Path Analysis Model Examining the Relationships Among Race, Gender, Poverty Concentration, Mathematics Achievement and Educational Values of Students and Their Peers by : Angelica T. James
Download or read book A Path Analysis Model Examining the Relationships Among Race, Gender, Poverty Concentration, Mathematics Achievement and Educational Values of Students and Their Peers written by Angelica T. James and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the current study was to explore the effects of race, gender, school poverty concentration and students’ and peers’ educational values on mathematics achievement, controlling for prior mathematics achievement and highest level of mathematics taken. Data were selected from the Educational Longitudinal Study (ELS:2002). The sample for this analysis consisted of 1,200 native English-speaking students from urban and suburban public schools. Ordinary least squares regression analyses were used to determine the effects in the model. Results revealed that African American students, females and students who attended schools with a higher concentration of poverty had higher educational values, but lower prior mathematics achievement scores than did their counterparts. Additionally, African American students and females felt that their peers had higher educational values than did Caucasian and male students. Finally, students who attended schools with higher concentrations of poverty took lower levels of mathematics courses. Students with higher educational values, those with higher prior mathematics achievement and those who took higher levels of mathematics courses had higher mathematics achievement. The overall findings of the path analysis revealed that African American students, females and those who attended schools with higher concentrations of poverty performed more poorly in mathematics than did their counterparts. African American students had higher self-reported educational values and these values were associated with higher mathematics achievement. However, as a whole, African Americans performed worse in mathematics than did Caucasian students. This was possibly because African American students had lower prior mathematics achievement, which had a much larger influence on mathematics achievement than did their educational values. Although African American students may have understood the value of education, their preparation in mathematics may not have allowed this valuing to translate into higher mathematics achievement scores. Similarly, students who attended schools with higher concentrations of poverty had higher educational values, which was associated with higher mathematics achievement. However, these students had lower prior mathematics achievement and took lower levels of mathematics courses throughout high school, which resulted in lower mathematics achievement. .
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1998 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Brilliance of Black Children in Mathematics by : Jacqueline Leonard
Download or read book The Brilliance of Black Children in Mathematics written by Jacqueline Leonard and published by IAP. This book was released on 2013-03-01 with total page 397 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is a critically important contribution to the work underway to transform schooling for students who have historically been denied access to a quality education, specifically African American children. The first section of the book provides some historical perspective critical to understanding the current state of education in the U.S., specifically for the education of African American children. The following sections include chapters on policy, learning, ethnomathematics, student identity, and teacher preparation as it relates to the mathematical education of Black children. Through offering “counternarratives” about mathematically successful Black youth, advocating for a curriculum that is grounded in African American culture and ways of thinking, providing shining examples of the brilliance of Blacks students, and promoting high expectations for all rather than situating students as the problem, the authors of this book provide powerful insights related to the teaching and learning of mathematics for African American students. As is made evident in this book, effective teaching involves much more than just engaging students in inquiry-based pedagogy (Kitchen, 2003). The chapters offered in this book demonstrate how mathematics instruction for African American students needs to take into account historical marginalization and present-day policies that do harm to Black students (Kunjufu, 2005). Empowering mathematics instruction for African American students needs to take into consideration and promote students’ cultural, spiritual, and historical identities. Furthermore, mathematics instruction for African American students should create opportunities for students to express themselves and the needs of their communities as a means to promote social justice both within their classrooms and communities.
Book Synopsis Foundations of Education by : Leslie S. Kaplan
Download or read book Foundations of Education written by Leslie S. Kaplan and published by SAGE Publications. This book was released on 2021-09-09 with total page 590 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now published by SAGE! A modern and comprehensive introduction to the field, Foundations of Education makes core topics in education accessible and personally meaningful to students pursuing a career within the education profession. In a clear and direct prose, authors Leslie S. Kaplan and William A. Owings offer readers the breadth of coverage, scholarly depth, and conceptual analysis of contemporary issues that will help them gain a realistic and insightful perspective of the field. In addition to classic coverage of foundational topics such as educational philosophy, history, reform, law, and finance, the newly-revised Third Edition features a special emphasis on social justice issues, considers key debates around today’s education trends, and underscores the theory and practice behind meeting the needs of all learners. This title is accompanied by a complete teaching and learning package.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Factors Affecting Mathematics Achievement of Third, Fourth, and Fifth Grade Students by : Dana Duffey Ballou
Download or read book Factors Affecting Mathematics Achievement of Third, Fourth, and Fifth Grade Students written by Dana Duffey Ballou and published by . This book was released on 2008 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Institutional Factors that Affect the Mathematical Achievement of African American Females by : Audrey Eileen Chatman
Download or read book Institutional Factors that Affect the Mathematical Achievement of African American Females written by Audrey Eileen Chatman and published by . This book was released on 2011 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation explored how institutional factors impact the mathematical achievement of African American middle school females. The purpose of the research was to provide insight into African American females' perception of their mathematics experiences and demonstrate how both internal and external factors contribute to their achievement. Data collection occurred at a middle school in Southeastern Alabama and included classroom observations, individual interviews, participant journals, and analysis of state standardized assessments, report card grades, discipline information, and system-wide benchmarks. The achievement gap and resiliency research served as the framework for analyzing the effect of motivational factors on the achievement of African American females in mathematics. The findings in this study established that internal resiliency factors, such as persistence and confidence in self are essential to continuous improvement in mathematics. Further the data demonostrated that school related factors such as teacher, peer interaction, and engaging strategies assist in shaping students' attitude towards mathematics. The implications for this research are for educators to reassess hidden biases and begin to view African American females as a rising minority model for resiliency and mathematical excellence.
Book Synopsis An Exploratory Study of the Factors Associated with the Mathematics Achievement of Six Tenth Grade African American Students by :
Download or read book An Exploratory Study of the Factors Associated with the Mathematics Achievement of Six Tenth Grade African American Students written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992 by : Mark Berends
Download or read book Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992 written by Mark Berends and published by Rand Corporation. This book was released on 2005-04-08 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines trends in the mathematics scores of different racial-ethnic groups over time and analyzes how changes in family, school, and schooling measures help explain changes in the test score gaps. Although there were few positive changes between schools, the within-school experiences of black and Latino students changed for the better compared with white students when measured by student self-reported academic track placement.
Book Synopsis An Analysis of Mathematics Achievement Disparities Between Black and White Students and Socioeconomically Disadvantaged and Advantaged Students Across Content Strands by Elementary and Middle School Level in a Diverse Virginia School District by : Benjamin L. Lewis
Download or read book An Analysis of Mathematics Achievement Disparities Between Black and White Students and Socioeconomically Disadvantaged and Advantaged Students Across Content Strands by Elementary and Middle School Level in a Diverse Virginia School District written by Benjamin L. Lewis and published by . This book was released on 2013 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student achievement gaps between Black and White students, and socioeconomically disadvantaged and advantaged students, have been observed and formally documented since the National Assessment of Educational Progress (NAEP) began in the 1970s. In particular, the mathematics achievement gap between these historically disadvantaged populations has been a phenomenon that, in spite of improvements, has nevertheless remained persistent for decades. This study sought to identify and derive additional information about the mathematics achievement gap between Black students and White students, and socioeconomically disadvantaged and advantaged students, by elementary and middle school level in a Virginia school district over three consecutive school years. Overall student performance on the Virginia Mathematics Standards of Learning (SOL) assessment was examined and achievement gaps were reported. In addition to overall mathematics achievement, this study also sought to detect specific mathematic conceptual areas in which Black and White students, and socioeconomically disadvantaged and advantaged students, were significantly disparate. Factorial Analysis of Covariance (ANCOVA) and Factorial Multivariate Analysis of Covariance (MANCOVA) were used to identify statistically significant differences between the subgroups in assessment scores reflecting overall mathematics achievement, and student achievement in five conceptual "content strands" Interactions between student race, socioeconomic status, and school level were also examined. Effect sizes were calculated to indicate any practical significance corresponding to statistical significance noted. For overall mathematics performance, results indicated the continued presence of an achievement gap between Black and White students, and socioeconomically disadvantaged and advantaged students, for each year examined. Interaction was noted between race and socioeconomic status, and race and school level. For mathematics performance along the content strands, results indicated the presence of an achievement gap between Black and White students, and socioeconomically disadvantaged and advantaged students, in every conceptual area for each year analyzed. Interaction was indicated between race and socioeconomic status in all but one content strand during one school year. Consistent interaction was also observed between race and school level in two content strands. No significant effect size was indicated for overall or strand-based mathematics achievement differences, demonstrating limited practical significance. Implications for practice, limitations, and suggestions for future research are discussed.
Book Synopsis Reversing the Math Trajectory by : Nicolé L. Williams
Download or read book Reversing the Math Trajectory written by Nicolé L. Williams and published by . This book was released on 2010 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study investigates the mathematics success of nine African-American high school students in three urban, magnet high schools that serve large numbers of African-American students. These nine students are all enrolled and succeeding in Advanced Placement (AP) Calculus AB. Using in-depth interviews, as well as supporting documentation, this research project addressed the question: How do African-American students enrolled and succeeding in AP calculus describe and account for the factors that have helped them to achieve this level of advanced course-taking in an urban public high school? To further focus this study, I explored the following sub-questions: (1) What factors do these mathematically successful African-American students report as influencing their decisions to take advanced mathematics courses? (2) What factors of support do these students report as being instrumental to their success with school mathematics? Once they are enrolled in the advanced mathematics course, what supports help to sustain their achievement? (3) What barriers, stereotypes, and/or obstacles have these African-American students faced in their schooling and mathematical experiences, and how have they dealt with them?
Book Synopsis A Systematic Review of Research on Successful African American Students in Mathematics by : Trung K. Vong
Download or read book A Systematic Review of Research on Successful African American Students in Mathematics written by Trung K. Vong and published by . This book was released on 2014 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to synthesize the counter-narratives of mathematically successful African American students. The gap in educational achievement between African American and White students is well documented in the United States, especially in mathematics education. Although Florida Comprehensive Assessment Test scores have increased for both groups at Seminole High School, the gap has remained over 30% for nearly a decade. Most research on this topic has focused on the reasons why African American students fail to achieve. Various individual, social, and organizational factors have been suggested. However, a growing body of research has highlighted the stories of mathematically successful African American students. Using best evidence review methods, an exhaustive review of the literature identified 22 research articles published between 2004 and 2013. All studies collected interview data with mathematically successful African American middle school, high school, and higher education students in the United States. Meta-synthesis was used to synthesize findings across studies. Among the 151 participants across 22 studies, six common experiences were identified as contributing to students' mathematical success: supportive teachers, supportive family, supportive peers, a strong mathematics identity, ability to deal with racial stereotype, and supportive organizations. Most importantly, this meta-synthesis highlights the tendency of prior research to focus on de-contextualized factors rather than understanding students holistically within their broader social and community environment. Insights from this study lead to several recommendations for improving mathematics education for African American students at Seminole High School and for suggested future research on this topic.
Book Synopsis The Effect of Ready for Success, a Counselor-led Intervention Program, on Reading Scores of Hispanic and African American 3rd Grade Students in Title One Elementary Schools by : Sherron N. Brown
Download or read book The Effect of Ready for Success, a Counselor-led Intervention Program, on Reading Scores of Hispanic and African American 3rd Grade Students in Title One Elementary Schools written by Sherron N. Brown and published by . This book was released on 2014 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study focused on evaluating the impact of a school counselor-led program, Ready for Success (RFS), on the academic achievement of third grade students. The research questions that were investigated in the study were: (a) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among 3rd grade African American, Hispanic, and White students as measured by the FCAT third grade reading test? and (b) Does participation in the Ready for Success Program, a counselor-led classroom intervention, increase reading scores among third grade African American, Hispanic, and White students as measured by the SSSDT reading test? The significance of the study lies in its focus on the need for more outcome research linking school counselor-led interventions to student achievement. The importance of counselor-led research based interventions in positively affecting student achievement addresses a national mandate delineated by the No Child Left Behind Act of 2001, which calls for evidence-based interventions in education. The population for this study included male and female, third grade, general education students from diverse backgrounds, from one large school district located in south Florida, herein referred to as Pineapple State School District. A standardized objective statewide assessment instrument, the Florida Comprehensive Assessment Test (FCAT) and the school district generated standardized test, Sunshine State Standards Diagnostics Test (SSSDT), were used to measure academic achievement. Analysis of the results in this study was done using an analysis of covariance (ANCOVA) with Pretest scores on the SSSDT 3rd grade reading (2010-2011) as covariates on the dependent variables to account for differences at pretest.
Book Synopsis Creating the Opportunity to Learn by : A. Wade Boykin
Download or read book Creating the Opportunity to Learn written by A. Wade Boykin and published by ASCD. This book was released on 2011 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explore why some schools are making more progress than others, so you can focus on what works and build the capacity of high-performance, high-poverty schools.
