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A Study Comparing Fifth Grade Student Achievement In Mathematics In Departmentalized And Non Departmentalized Settings
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Book Synopsis A Study Comparing Fifth Grade Student Achievement in Mathematics in Departmentalized and Non-Departmentalized Settings by : Karen Nelson
Download or read book A Study Comparing Fifth Grade Student Achievement in Mathematics in Departmentalized and Non-Departmentalized Settings written by Karen Nelson and published by . This book was released on 2014 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, causal-comparative study was to examine the application of the teaching and learning theory of social constructivism in order to determine if mathematics instruction provided in a departmentalized classroom setting at the fifth grade level resulted in a statistically significant difference in student achievement on the Virginia 2011 Grade 5 Mathematics Standards of Learning (SOL) Test when compared to the achievement of students in a non-departmentalized setting. Regular fifth grade education students, who attended non-Title 1, Pre-K through Grade 5 elementary schools in an urban eastern Virginia school district, participated in this study. A three-way between-groups analysis of covariance (ANCOVA) was conducted, utilizing students' Virginia 2010 Grade 4 Mathematics SOL Test scores to control for previous achievement, comparing the mathematics achievement of departmentalized and non-departmentalized whole groups, as well as gender and racial minority/non-minority subgroups. The results of a three-way ANCOVA analysis, which incorporated the factors of classroom organizational structure, gender, and racial status, showed that using a departmentalized setting for instruction resulted in a statistically significant difference in student achievement in mathematics based upon classroom organizational structure. There was not a statistically significant difference in student achievement based upon the effect of gender or race, and additionally, there were no statistically significant interactions between gender, race, and structure, as measured by comparing departmentalized and non-departmentalized whole group and subgroup performance. Therefore, the results of this study suggest that there may be a cause-and-effect relationship between using a departmentalized setting to provide instruction in mathematics at the fifth grade level and higher student achievement in mathematics for all students.
Book Synopsis Comparison of Fifth-grade Students' Mathematics Achievement as Evidenced by Georgia's Criterion-Referenced Competency Test by : Marcia Wright Williams
Download or read book Comparison of Fifth-grade Students' Mathematics Achievement as Evidenced by Georgia's Criterion-Referenced Competency Test written by Marcia Wright Williams and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effect of traditional (self-contained, one teacher for all academic subjects) and departmentalized (math taught by a different teacher) instruction upon the mathematics CRCT achievement of fifth-grade general education students. A secondary purpose addressed teachers' experiences, perceptions, and opinions concerning the classroom structure at this level. The 2007 and 2008 CRCT math data was used with a total of 9,386 students. The researcher's Data Collection and Opinions (DCO) for Teachers surveyed 180 fifth-grade teachers. A z score population proportion and a two-sample t test determined significant differences between the two structures. Results of the passing percentages showed a significant difference in favor of the departmentalized setting in 2007. DCO findings found departmentalized options as teachers' preferred choice of structure for fifth-grade students with a continued need to include teachers in decision-making. Additional results with implications for administrators concerning the organizational structure decision for upper elementary levels are provided. Recommendations for further research studies are also included.
Book Synopsis Comparing and Contrasting Student Achievement in Mathematics and Language Arts in Fifth- and Sixth-grade Self-contained and Departmentalized Classrooms by : Gerald F. Harris
Download or read book Comparing and Contrasting Student Achievement in Mathematics and Language Arts in Fifth- and Sixth-grade Self-contained and Departmentalized Classrooms written by Gerald F. Harris and published by . This book was released on 1990 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Self-contained to Departmentalization by : Lynn Antoinette Horton
Download or read book Self-contained to Departmentalization written by Lynn Antoinette Horton and published by . This book was released on 2013 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the escalating accountability requirements under No Child Left Behind (NCLB), educators face intensified pressure to increase student achievement. As principals strive to meet the demands of federal and state mandates intended to close the achievement gap, schools often implement various organizational structures to help improve student achievement. Changing how schools and classrooms are organized for instruction as a strategy for school improvement has been one response to this pressure. Elmore, Peterson, and McCarthy (1996) believed that changing the way schools are organized will cause teachers to teach differently; hence students will learn differently, and the overall performance of schools will increase. Many organizational patterns in elementary schools have been controversial issues for decades. One of these issues is the implementation of departmentalized classrooms in the fifth grade. Because many elementary students receive their education in a self-contained classroom from one teacher who is responsible for teaching all academic subjects, the implementation of departmentalization may address the pitfalls of the self-contained organizational setting. In the departmentalized setting, teachers provide instruction in their area of specialization and students experience greater success. Furthermore, departmentalization may help elementary schools respond to state standards while seeking to produce higher achievement among students. Many studies have examined the impact of departmentalization on student achievement with numerous opinions on the issue. The literature, however, is dated and lacks empirical evidence. As very little research explores departmentalization at the elementary level, this case study explored how departmentalization impacted staff, students, and academic achievement at an urban elementary school in Mississippi. The data collection included interviews with teachers, surveys from staff and students, observations of classrooms and planning sessions, and analysis of Mississippi Curriculum Test, II (MCT2) data. The findings of this case study revealed students were exposed to multiple teaching strategies from teachers who were able to use their planning time to create learning activities and assessments for fewer subjects. As departmentalization enhanced the fifth grade teachers’ accountability for the students' academic and behavior performances, the teachers felt pressured into adjusting their lessons to the 90 minutes block schedule.
Book Synopsis Effects of Departmentalized Versus Traditional Settings on Fifth Graders' Math and Reading Achievement by : Connie B Yearwood
Download or read book Effects of Departmentalized Versus Traditional Settings on Fifth Graders' Math and Reading Achievement written by Connie B Yearwood and published by . This book was released on 2011 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to determine whether fifth grade students who received instruction in a departmentalized setting achieved higher mean scale scores on the reading and math sections of the Georgia Criterion Referenced Competency Test (CRCT) than students who were taught in a traditional setting. Two one-way between-groups analyses of covariance were conducted to control for previous achievement while seeking to determine if a statistically significant difference existed in the mean reading and math scale scores of fifth grade students who were taught in different organizational structures. The findings suggest that students who received instruction in departmentalized settings scored higher on the reading and math portions of the 2010 CRCT.
Book Synopsis Self-contained Versus Departmentalized Settings in Urban Elementary Schools by : Diamond Marie Jack
Download or read book Self-contained Versus Departmentalized Settings in Urban Elementary Schools written by Diamond Marie Jack and published by . This book was released on 2014 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Traditional and Departmentalized Classroom Instructional Settings on Fifth Grade Students' Reading Achievement by : Teneshlia Chennis (T.)
Download or read book The Impact of Traditional and Departmentalized Classroom Instructional Settings on Fifth Grade Students' Reading Achievement written by Teneshlia Chennis (T.) and published by . This book was released on 2018 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative casual-comparative research was to provide educators data pertaining to reading and the influence of classroom instructional setting on reading test scores. This study investigated if learning in a departmentalized instructional setting had a subsequent positive effect on fifth grade students’ reading achievement as measured by the 2015 Virginia Standards of Learning Assessment, as opposed to fifth grade students who were exposed to a traditional instructional setting. Data was collected from the accountability office of the selected school district. Fifth grade students in a departmentalized or traditional regular education classroom participated in this study. The convenience sampling of 737 students were from grade K-5, non-Title I elementary schools in the suburban area of the school district. An analysis of covariance (ANCOVA) was conducted to determine if there was a statistically significant difference between mean reading scale scores of fifth grade students who were taught using different instructional settings while controlling for prior achievement. The statistical analysis of this study showed no significant difference in reading achievement scores between students taught in a traditional or departmentalized instructional setting. Therefore, recommendations for further research were provided.
Book Synopsis A Comparison of Chapter I and Non-Chapter I Fifth-grade Student Achievement in Reading and Mathematics by : Joan Weiner Epstein Schwartz
Download or read book A Comparison of Chapter I and Non-Chapter I Fifth-grade Student Achievement in Reading and Mathematics written by Joan Weiner Epstein Schwartz and published by . This book was released on 1989 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparative Study of the Achievement in Science of Twenty Departmentalized Fifth Grade Pupils with that of Twenty Fifth Grade Pupils in a Self-contained Classroom by : Marion D. Heath
Download or read book A Comparative Study of the Achievement in Science of Twenty Departmentalized Fifth Grade Pupils with that of Twenty Fifth Grade Pupils in a Self-contained Classroom written by Marion D. Heath and published by . This book was released on 1967 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparison of Science Achievement of Fifth Grade Students in Semi-departmentalized and Compartmentalized Instructional Formats by : Gregorio Garcia
Download or read book A Comparison of Science Achievement of Fifth Grade Students in Semi-departmentalized and Compartmentalized Instructional Formats written by Gregorio Garcia and published by . This book was released on 2007 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: A t-test for unpaired samples was used to analyze the data obtained from the semi-departmentalized group and the comparison group (compartmentalized). The ninety-five percent confidence level (p
Book Synopsis The Impact of Departmentalized and Traditional Instructional Settings on Economically Disadvantaged Fourth Grade Students' Mathematical Proficiency by : Elizabeth Courtney Medlock
Download or read book The Impact of Departmentalized and Traditional Instructional Settings on Economically Disadvantaged Fourth Grade Students' Mathematical Proficiency written by Elizabeth Courtney Medlock and published by . This book was released on 2020 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: All students must have opportunities to achieve high levels of mathematics learning, thus, organizational settings in the field of education should be carefully examined to determine the extent to which the instructional environment affects student achievement, growth, and application of grade level standards for students identified as economically disadvantaged. The purpose of this quantitative, causal-comparative study was to investigate differences in mathematical proficiency of economically disadvantaged fourth-grade students in departmentalized versus traditional instructional settings as measured by the 2019 Maryland PARCC mathematics assessment. A cluster sample of low-income fourth-grade students from 80 public elementary schools in a large, suburban school district in central Maryland was used to examine statistical differences in mathematical proficiency of the two settings across three dependent variables: (a) modeling, (b) reasoning, and (c) overall achievement. Archival data were collected from the instructional data division of the school district under study. An independent samples t-test was used to examine differences in group overall proficiency means based on instructional setting. Two Mann-Whitney U analyses were conducted to determine if differences in group modeling and reasoning medians existed based on setting. Results indicated economically disadvantaged students’ overall proficiency scores were statistically significantly higher in a departmentalized setting than in a traditional setting. There were no differences in reasoning and modeling scores based on setting. Implications for instructional practice and suggestions for future research are discussed.
Book Synopsis Effects of Authentic Outdoor Instruction on Fifth Grade Mathematics Achievement and Attitudes Toward Math by : Marie Snyder
Download or read book Effects of Authentic Outdoor Instruction on Fifth Grade Mathematics Achievement and Attitudes Toward Math written by Marie Snyder and published by . This book was released on 2015 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine fifth graders' attitudes toward mathematics and achievements in mathematics when taught in real-world situations in the outdoor setting of a national refuge. Does authentic math instruction in an outdoor environment affect students' attitudes toward math when compared to students in a traditional classroom setting? Does authentic math instruction in an outdoor environment affect students' math achievement when compared to students in a traditional classroom setting? Fifth grade students who did not participate in the program at the national refuge setting but instead were taught in a traditional classroom setting acted as the control group. The researcher reviewed achievement data and gave pre- and post-surveys on attitudes toward math to measure academic achievement and gain student's perspectives on attitudes toward math, confidence in math, usefulness of math, and usefulness of math in the outdoors. Academically, math achievement scores grew at a similar rate for both the treatment group and the control group. More questions had significant differences of the mean from the treatment group's attitude surveys than from the control group's attitude surveys. The findings from this study suggest continuing to integrate instruction in this outdoor setting to improve attitudes toward math. A recommendation is made to do a follow up survey when these same students are more developmentally mature to understand the possible longitudinal effects of the program.
Book Synopsis Elementary Mathematics Specialists by : Maggie B. McGatha
Download or read book Elementary Mathematics Specialists written by Maggie B. McGatha and published by IAP. This book was released on 2017-02-01 with total page 253 pages. Available in PDF, EPUB and Kindle. Book excerpt: Elementary mathematics specialists are teacher leaders who are responsible for supporting effective PK–6 mathematics instruction and student learning. The Association of Mathematics Teacher Educators (AMTE), the Association of State Supervisors of Mathematics, the National Council of Supervisors of Mathematics, and the National Council of Teachers of Mathematics, in a 2010 joint position paper on Elementary Mathematics Specialists (EMSs), all advocate for the use of EMSs to support the teaching and learning of mathematics. The specific roles and expectations of EMSs will vary according to the needs of each setting, “but their expertise and successful experience at the elementary level is critical” (p 1). Elementary Mathematics Specialists: Developing, Refining, and Examining Programs that Support Mathematics Teaching and Learning is AMTE’s latest resource supporting the important work of EMSs. It has five sections related to the preparation and professional development of EMSs: (a) Overview and Current State of Affairs; (b) Models of EMS Program Development & Delivery; (c) Supporting EMSs in the Field; (d) The Mathematics Specialist Research; and (e) Future Directions. The book provides support to EMS practitioners, program providers/developers, and researchers seeking to answer important questions about how to prepare Mathematics Specialists, support them in the field, and research their effectiveness.
Book Synopsis A Study Comparing the Mathematics Academic Achievement of Fifth Graders who Worked in Cooperative Student Chosen Groups to Grade Level Equivalent Classes who Used No Cooperative Grouping at All by : Paul A. II. Zuccari
Download or read book A Study Comparing the Mathematics Academic Achievement of Fifth Graders who Worked in Cooperative Student Chosen Groups to Grade Level Equivalent Classes who Used No Cooperative Grouping at All written by Paul A. II. Zuccari and published by . This book was released on 2001 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Buffalo State College Master's project in Elementary Education and Reading, 2001.
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 Comparison of Student Achievement in Mathematics by Students Using Computer Aided Instruction and by Students Using a Traditional Method at the Fifth Grade Level by : Rosemary McClung Hodges
Download or read book A Comparison of Student Achievement in Mathematics by Students Using Computer Aided Instruction and by Students Using a Traditional Method at the Fifth Grade Level written by Rosemary McClung Hodges and published by . This book was released on 1999 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparison of Georgia Criterion Referenced Competency Test Math Scores Between At-Risk Fifth Grade Students Receiving Computer Based Math Instruction and At-Risk Students Not Receiving Computer Based Math Instruction by : Katherine Arnold
Download or read book A Comparison of Georgia Criterion Referenced Competency Test Math Scores Between At-Risk Fifth Grade Students Receiving Computer Based Math Instruction and At-Risk Students Not Receiving Computer Based Math Instruction written by Katherine Arnold and published by . This book was released on 2013 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This causal comparative research study compared the mean score differences from two groups of fifth grade students. Both groups were identified at-risk, based on a curriculum based math measure and their 4th grade performance on the state assessment, for failure to meet math standards on the state assessment. The curriculum-based measure in this study was the 2011-12 AIMSweb Mathematic Concepts and Applications (M-CAP). Mathematics achievement was measured by scores on the 2012 math subtest of the Georgia Criterion Referenced Competency Test (CRCT). Each group received classroom instruction using Learning Focused Schools (LFS) math strategies. The treatment group received additional computer based math instruction. The computer based math instruction in this study was Individual Prescription for Achieving State Standards (iPASS). A correlation analysis examined the ability of the 2011-12 M-CAP fall cut scores to identify risk status measured by student scores on the 2012 CRCT math subtest. A second correlation analysis examined the predictive ability of the 2011-12 winter M-CAP target scores on the CRCT as indicated by the strength and direction of the relationship. Three research questions were investigated: (a) Is there a difference in the 2012 CRCT math scores between at-risk fifth grade students who participate in computer based math instruction and those who do not? (b) Are the 2011-12 fall M-CAP cut scores able to identify fifth grade students as at-risk to fail the math portion of the 2012 CRCT? (c) Are the 2011-12 winter M-CAP target scores able to predict fifth grade students' performance on the math subtest of the 2012 CRCT? To address these research questions this study first examined the effectiveness of computer based math concepts and applications instruction on student achievement and its viability as an effective intervention for students identified as at-risk to fail end of year state assessments. Secondly, this study investigated the ability of cur
