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An Exploratory Investigation Of Looping High School Math And English And Student Achievement
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Book Synopsis An Exploratory Investigation of Looping High School Math and English and Student Achievement by : Lee M. Langmuir
Download or read book An Exploratory Investigation of Looping High School Math and English and Student Achievement written by Lee M. Langmuir and published by . This book was released on 2014 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Looping on High School Mathematic Achievement by : Deanna Marie De Voss
Download or read book The Effects of Looping on High School Mathematic Achievement written by Deanna Marie De Voss and published by . This book was released on 2007 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores the idea of looping in high school math classes as a means to improve the students' passing rates. This study attempts to answer the following questions: Will students who loop with their math teacher for Algebra I and Geometry have more success than students who have different teachers for these courses? How do students feel about looping, and what do they see as the positive and negative aspects of looping? This study had a mixed-method research design. The quantitative portion of the study compared the percentages of looping and nonlooping students who passed the first semester of Geometry. The results showed that overall 80% of the looping students earned a passing grade of "C" or better, compared with only 25% of the non-looping students. The difference between the percentages of looping and non-looping students who passed was even greater for females and Latino students. The qualitative portion of the study was based on 13 student interviews. All students were in favor of looping with their math teacher. The students identified familiarity, feeling comfortable, and stronger relationships as the main benefits of looping. The possibility of a mismatch was the only negative aspect of looping mentioned. This study has shown that looping is in fact a way to increase high school students' success in mathematics. KEYWORDS: looping, high school, mathematics
Book Synopsis Focus on the Wonder Years by : Jaana Juvonen
Download or read book Focus on the Wonder Years written by Jaana Juvonen and published by Rand Corporation. This book was released on 2004-03-25 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
Book Synopsis Increasing Academic Achievment Through Looping by : Doris Lavona Sterling
Download or read book Increasing Academic Achievment Through Looping written by Doris Lavona Sterling and published by . This book was released on 2011 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: Looping is the practice of a teacher staying with the same group of students for two or more years. This thesis examines the effect looping has on the academic achievement of students who participate in a three-year, grade four though six loop. An overview provides both historical and international backgrounds. This is followed by a summary of the literature focusing on the impacts looping has on parents, teachers, and students. Research was conducted at one elementary school with one class that had looped and one class that had not. The looping class included 27 out of a class of 34 students who had looped. The non-looping class consisted in 30 out of 33 students who had been together as students, but had had a different teacher each year. Research method consisted in the collection of standardized test data for both classes. A t-test for independent mean was applied to both math and English language arts data for both groups whole classes as well as disaggregated by gender and second-language learner status. The results of data analysis showed a recurrent theme of increased academic achievement in both math and English language arts for the looping group.
Book Synopsis The Impact of Looping Practices on Student Achievement at a Minnesota Inner City Elementary School by : Carole Margaret Caauwe
Download or read book The Impact of Looping Practices on Student Achievement at a Minnesota Inner City Elementary School written by Carole Margaret Caauwe and published by . This book was released on 2010 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: A study whose purpose was to determine if the practice of classroom looping (where a teacher moves with a class from one grade to the next, while the teacher previously teaching the higher class cycles to pick up a new class) affected the academic achievement scores at a Minnesota inner-city elementary school. Reading and math academic achievement score comparisons were used, based on the Stanford Achievement Test Series 10 (SAT10). The target population consisted of 38 students from looping classrooms at School A,and 33 students from non-looping classrooms at School B. Looping students had been with the same teacher for two consecutive years. Non-looping students, in traditional one-year classrooms, had attended School B for two years. Fifth-grade examination scores from the spring of 2005 were compared with gains made on the sixth-grade examination scores from the spring of 2006. Academic progress in reading and math was measured for these students through causal-comparative regression analysis. The results of this study indicated no statistically significant academic difference in reading levels between looping and non-looping students. Because of the small sample size, a Type II error may be a possibility; a longer and larger study would need to determine the accuracy of these results. The study's results did, however, indicate a statistically significant academic difference in math gain scores between looping and non-looping students.
Book Synopsis The Effects of Looping on Student Achievement and Self-efficacy of Exceptional Education Students by : Marybeth Thomas
Download or read book The Effects of Looping on Student Achievement and Self-efficacy of Exceptional Education Students written by Marybeth Thomas and published by . This book was released on 2005 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results indicated no statistically significant difference between the experimental and control groups on measures of achievement in reading and math. Additionally, no statistically significant difference was found between the groups on measures of self-efficacy. However, moderate and statistically significant relationships were found between self-efficacy scores and reading and math development, respectively. The findings of this study indicate further research may be warranted to explore the benefits of looping in providing a more positive environment for students’ emotional growth.
Book Synopsis The Crossover Project by : Henry Benjamin Jackoby
Download or read book The Crossover Project written by Henry Benjamin Jackoby and published by . This book was released on 2011 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ability tracking is used in schools in the U.S. and other industrialized countries to stratify students into homogeneous ability groups as a method for delivery of instruction (Falkenstein, 2007). The strong tradition of tracking in America has socio-economic repercussions for the Nation and its students, and it continues to be debated because of the way it locks students into specific times at which they are exposed to defined curricular concepts and content, limiting college and career opportunities for low-tracked students. Like most other high schools across the state and country, Fairmont High School in the Kettering City School District in southwest Ohio utilizes a tracked curriculum. Specifically in mathematics at Fairmont, the college bound track begins with Algebra I in the ninth grade, which research shows is the gatekeeper to a college bound track. Once placed in a lower track upon entering high school, students have almost no chance of moving into the higher track. The purpose of this curriculum and administrative case study is to analyze and evaluate the effectiveness of an Algebra I mathematics program that was piloted in the 2009-2010 school year at Fairmont High School that aims to move a cohort of low-tracked ninth-graders into the college-bound math track at the high school level. It is called the Crossover Project. This study reveals the student achievement data from the Crossover Project students compared to students not in the program and investigates the critical components for student success. The study found that under specific conditions, high school students in the lowest track can be caught up in subjects such as mathematics sufficiently to prepare them for success in the college bound track. Due to the findings of this research, the Crossover project at Fairmont High School is being expanded to include low tracked English students and a larger segment of low tracked math students in an effort to make all students college and career-ready. The evaluation of this program may serve to provide evidence that students with skill deficits in math can "catch up" to their college bound peers in math, once at the high school level.
Book Synopsis The Impact of Looping on Student Achievement in High Performing Schools by : Nicole Horton Holmes
Download or read book The Impact of Looping on Student Achievement in High Performing Schools written by Nicole Horton Holmes and published by . This book was released on 2008 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: A level of urgency is evident in the creation of mandates such as the NCLB Act (2001), which require school districts to identify methods to increase achievement. The purpose of this study was to determine if building relationships and trust between student, teacher and parent would impact achievement. The research questions focused on looping, (promoting to the next grade with the same teacher) and the impact on student achievement in high-performing schools as measured by reading and mathematics scores from the GCRCT. The CogAT was utilized to control for intellectual functioning when comparing students in looping and nonlooping classes. The covariate CogAT was significantly related to reading achievement on the GCRCT (F = 6.279, p = .013) but was not significantly related to mathematics ( F = 2.016, p = .157). The results of the MANCOVA indicated that there is not a significant effect (lambda = .999, F = .058, p > .05) GCRCT test scores when controlling for student ability (CogAT), grade level and grade level/looping interaction effects in reading and mathematics. The multivariate interaction effect of looping and grade level on achievement was not statistically significant (lambda = .999, F = .058, p > .05). This study included a total of 228 students from a (K--4) suburban elementary school in the Southeast. Also included were perceptions of looping from 6 teachers. Teacher surveys reflected support for looping as a means of building relationships and providing additional academic support. Although student achievement was not significant in this study, the implication for social change through looping is aimed at providing a learning environment that can assist with bridging the gap and minimizing barriers, which often result in disenfranchisement between home and school.
Book Synopsis Studies in School Improvement by : Wayne K. Hoy
Download or read book Studies in School Improvement written by Wayne K. Hoy and published by IAP. This book was released on 2009-04-01 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studies in School Improvement is the eighth volume in a series on research and theory in school administration dedicated to advancing our understanding of schools through empirical study and theoretical analysis. This selection of readings highlights a number of important factors in the stimulation and implementation of school improvement, including transformational leadership; change perspectives of teachers, principals, and the community; strategies for instructional change; learning environments and school culture; dropout prevention; professionalism; trust relations between the teachers and the board as well as trust between students and teachers; and admission decisions for educational leadership programs. In addition, a number of new, reliable and valid measures are developed and presented for the first time—instruments to assess: 1) change perspectives of the faculty, 2) professionalism of teachers, and 3) trust relations between students and teachers. These tools are valuable aids for both researchers and practitioners in their quest to understand and implement successful school improvement projects.
Author :Sandra L. Christenson Publisher :Springer Science & Business Media ISBN 13 :1461420172 Total Pages :839 pages Book Rating :4.4/5 (614 download)
Book Synopsis Handbook of Research on Student Engagement by : Sandra L. Christenson
Download or read book Handbook of Research on Student Engagement written by Sandra L. Christenson and published by Springer Science & Business Media. This book was released on 2012-02-23 with total page 839 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Book Synopsis The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity by : Matthew Brandon Wilson
Download or read book The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity written by Matthew Brandon Wilson and published by . This book was released on 2014 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study is to gain an understanding of the powerful instructional potential of combining the practice of looping, Cognitively Guided Instruction (CGI) professional development strategies, and the impact these practices have in addition to ethnicity in elementary education. The study focused on research questions pertaining to student's Measure of Academic Progress (MAP) scores and the implementation of looping, CGI strategies, and how ethnicity impacted student achievement. This study emphasizes two types of statistical tests to determine how significant CGI and looping practices impacted growth in mathematics on the MAP test for different ethnic groups. A Chi-Square statistic was used not to support that the hypothesis is correct, but rather to determine if there is an association between the different groups from each variable category (e.g., looping, CGI training, and ethnicity). A logistic regression was used to determine the odds ratio (or probability) of the response variable (MAP growth) occurring with a combination of explanatory variables (e.g. looping, CGI training, and ethnicity). The population established in this study was all students in grades K -- 5 that were representative of a stable history in the school district. A sample of the population was finalized at 1,103 students, and this number of K -- 5 students represented a consistent and stable presence in the school district over the past three years. The results of the statistical analysis suggest CGI is significant with helping students achieve growth in mathematics on the MAP test---especially with Hispanic students.
Book Synopsis The Effects of Looping on the Academic Achievement of Elementary School Students by : Vada S. Bogart
Download or read book The Effects of Looping on the Academic Achievement of Elementary School Students written by Vada S. Bogart and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the academic achievement of students in looping programs from school systems in East Tennessee to their peers in traditional one-year instructional programs. Looping is defined as any program design that perpetuates a cohesive student group with the same teacher for more than one year. The study included all students who had completed fourth grade in 2001 at every school in East Tennessee that implemented a third/fourth grade looping design. Student scores reported for 1999, 2000, and 2001 on the TerraNova Standardized Achievement Test were obtained from individual student records. Comparisons were made on the Total Reading, Total Language, Total Math, and Total Battery scores. Differences between program design groups (looping and traditional) on "pre-looping" second grade (1999) scores were assessed using t-tests for two independent groups. Two-way Analysis of Covariance (ANCOVA), was used to examine the main effects of program design and student gender on 2000 and 2001 test scores, along with program design x gender interactions, while controlling for prior test score differences. The findings suggested that students in looping classrooms benefited academically by remaining with the same teacher and classmates for two successive years. Significant main effects were detected for program design in first year comparisons, as indicated by significantly higher scores on all four subtests. Scores for those in the looping classrooms remained significantly higher in second year comparisons on each subtest, except Total Language, even after controlling for third grade (2000) test scores. Significant main effects for gender were detected after the first year of participation in each design. This included significantly higher Total Language and Total Battery scores for female participants. No significant differences by gender were detected when scores were compared on the four subtests at the end of the two-year cycle. A program design x gender interaction was detected at the end of the first year. This interaction showed that female participants in looping classrooms showed higher Total Math achievement. A program design x gender interaction also occurred after the second year where male participants in the looping classrooms obtained higher Total Language scores.
Book Synopsis The Impact of Student Self-beliefs and Learning Behaviors on Mathematics Achievement for Nontraditional Students in an Online Charter High School by : Nathan Andrew Hawk
Download or read book The Impact of Student Self-beliefs and Learning Behaviors on Mathematics Achievement for Nontraditional Students in an Online Charter High School written by Nathan Andrew Hawk and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of a high school diploma continues to increase. Still, certain student at-risk factors have been identified across the research literature that negatively impact likelihood to finish school and may increase prevalence of school dropout. That is, for students identified as at-risk, more maladaptive profiles of risk factors often lead to lower academic performance. However, these risk factors are typically non-adaptive, stable constructs endemic of prior experiences or external family-focused factors often uncontrolled by students; as such, transforming student achievement just by addressing this risk-performance relationship is insufficient. This study targeted this limitation by focusing on virtual learning environments. In online virtual-based learning, several important variables more amenable to change are posited to be important for student success in this study. These include mathematics self-efficacy, technology self-efficacy for online learning, and effective time management planning and monitoring. Combining these adaptive student personal characteristics with risk factors, the purpose of this study was to examine the relationship between student at-risk factors and mathematics achievement in the context of one online charter high school. Further, the study examined how student personal characteristics, which are often amenable to change and intervention, impact the relationship between risk and mathematics achievement. Using multiple linear regression, this study explored how at-risk factors interacted with student personal characteristics to influence mathematics achievement. Thus, the priority was to interpret the statistical mechanisms by which these student personal characteristics influenced the risk to achievement relationship. Results show that student performed at an average level in their Algebra 1 course. Further, students’ age, likely coinciding with the grade level they took the courses negatively and significantly predicted course grade. This result suggests that when students take the course, when they take it for the first time, or if they repeat the course, has a significant impact of the course achievement outcomes. Additionally, domain-specific self-efficacy in mathematics contributed most to course grade among the hypothesized moderators. Finally, the impact of family socioeconomic status (SES) on course grade was conditioned on level of one’s self-efficacy or time management. In general, more adaptive levels of one of the moderators lessened the impact of SES. On the other hand, while not significant, the conditional effect of the moderators on the relationship between parental involvement to course grade generally showed that higher levels of the moderators amplified this impact. This inquiry aims to enhance our understanding of the learning context in high school online learning, seeking to improve our awareness of critical and personal online learning factors that positively impact at-risk students’ online learning experience and achievement. Results of this study have important significance to high school virtual leaning in the mathematics classroom. The results show that when students have more adaptive self-efficacy or study behavior profile, impacts of prior family-based academic risk factors on achievement are lessened or positively strengthened. For virtual schools moving forward, teachers and administrators should consider ways to strengthen students’ self-efficacy and build programs to teach students about important learning behaviors, such as time management strategies.
Book Synopsis Looping Mathematics Instruction at the High School Level by : John M. LaChance (Jr)
Download or read book Looping Mathematics Instruction at the High School Level written by John M. LaChance (Jr) and published by . This book was released on 2011 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Road to Charlottesville by : Maris Vinovskis
Download or read book The Road to Charlottesville written by Maris Vinovskis and published by DIANE Publishing. This book was released on 1999 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis EXAMINING THE EFFECTS OF GENERAL LEVEL COURSE ELIMINATION AND TRACKING ON STUDENT GROWTH AND ACHIEVEMENT IN A SUBURBAN HIGH SCHOOL MATHEMATICS PROGRAM by : Brian E. Ellis
Download or read book EXAMINING THE EFFECTS OF GENERAL LEVEL COURSE ELIMINATION AND TRACKING ON STUDENT GROWTH AND ACHIEVEMENT IN A SUBURBAN HIGH SCHOOL MATHEMATICS PROGRAM written by Brian E. Ellis and published by . This book was released on 2014 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Advisor: John Gould, Ph.D.
Book Synopsis An Investigation of the Impact of Science Course Sequencing on Student Performance in High School Science and Math by : Michael Todd Mary
Download or read book An Investigation of the Impact of Science Course Sequencing on Student Performance in High School Science and Math written by Michael Todd Mary and published by . This book was released on 2015 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: High school students in the United States for the past century have typically taken science courses in a sequence of biology followed by chemistry and concluding with physics. An alternative sequence, typically referred to as “physics first” inverts the traditional sequence by having students begin with physics and end with biology. Proponents of physics first cite advances in biological sciences that have dramatically changed the nature of high school biology and the potential benefit to student learning in math that would accompany taking an algebra-based physics course in the early years of high school to support changing the sequence. Using a quasi-experimental, quantitative research design, the purpose of this study was to investigate the impact of science course sequencing on student achievement in math and science at a school district that offered both course sequences. The Texas state end-of-course exams in biology, chemistry, physics, algebra I and geometry were used as the instruments measuring student achievement in math and science at the end of each academic year. Various statistical models were used to analyze these achievement data. The conclusion was, for students in this study, the sequence in which students took biology, chemistry, and physics had little or no impact on performance on the end-of-course assessments in each of these courses. Additionally there was only a minimal effect found with respect to math performance, leading to the conclusion that neither the traditional or “physics first” science course sequence presented an advantage for student achievement in math or science.
