Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Analysis Of Math And Reading Achievement Score Of Students Attending Year Round Calendar Schools And Traditional Calendar Schools In Tennessee
Download Analysis Of Math And Reading Achievement Score Of Students Attending Year Round Calendar Schools And Traditional Calendar Schools In Tennessee full books in PDF, epub, and Kindle. Read online Analysis Of Math And Reading Achievement Score Of Students Attending Year Round Calendar Schools And Traditional Calendar Schools In Tennessee ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Analysis of Math and Reading Achievement Score of Students Attending Year-round Calendar Schools and Traditional Calendar Schools in Tennessee by : Chimaeze Ikechi Abakwue
Download or read book Analysis of Math and Reading Achievement Score of Students Attending Year-round Calendar Schools and Traditional Calendar Schools in Tennessee written by Chimaeze Ikechi Abakwue and published by . This book was released on 2011 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Descriptive Study of the Effect of Traditional and Year-round Calendars, Socio-economic Status, and Teacher Tenure Status on Student Achievement in Two Rural School Systems in Tennessee by : Scott E. Trent
Download or read book A Descriptive Study of the Effect of Traditional and Year-round Calendars, Socio-economic Status, and Teacher Tenure Status on Student Achievement in Two Rural School Systems in Tennessee written by Scott E. Trent and published by . This book was released on 2007 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationship between student achievement on different academic calendars in mathematics and reading as measured by the Tennessee Comprehensive Examination over a three year period. The sample group consisted of 244 students enrolled in two different school systems utilizing two different academic calendars. All schools involved in the study were classified as high poverty as well as rural and had small enrollments. The variables examined were academic calendar configuration, status of qualification for the National School Lunch Program, and the tenure status of the teachers. Six hypotheses were tested using independent sample t-tests. Analyses showed that significant differences existed between low socio-economic and non-low socioeconomic groups in mathematics and reading. Significant differences of
Book Synopsis Academic Achievement of Year-round and Traditional Calendar Elementary Students in a School-within-a-school Setting by : Barbara Kay Ramos
Download or read book Academic Achievement of Year-round and Traditional Calendar Elementary Students in a School-within-a-school Setting written by Barbara Kay Ramos and published by . This book was released on 2006 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Do students attending school on a year-round calendar outperform students attending school on a traditional calendar in reading and math? Mixed and inconclusive findings are reported in previous studies. This study examined the reading and math achievement of 2004-2005 fifth graders in three school-within-a-school year-round elementary schools located in the United States. An ex post facto comparison group posttest design was utilized. National percentile ranks on state selected standardized tests were analyzed. Overall, sixteen comparisons of year-round and traditional student achievement and growth were made. When mean scores were compared in reading and math achievement and growth, all four comparisons favored year-round education. Only one of these four differences, fifth grade national percentile rank, was statistically significant. When student level variables were controlled, four reading comparisons were not statistically significant. However, all four math comparisons were statistically significant when student level variables were controlled. This study found that year-round calendar students statistically outperform traditional calendar students in a school-within-a-school setting in mathematics.
Book Synopsis A Comparison of Reading and Math Achievement Scores Between a Single-track Year-round Education School and a Traditional Calendar School by : Terri Hardy
Download or read book A Comparison of Reading and Math Achievement Scores Between a Single-track Year-round Education School and a Traditional Calendar School written by Terri Hardy and published by . This book was released on 2000 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Our Culture of Pandering by : Paul Simon
Download or read book Our Culture of Pandering written by Paul Simon and published by SIU Press. This book was released on 2003 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Length of School Calendars and Student Achievement in High Schools in California, Illinois and Texas by : James M. Pedersen
Download or read book Length of School Calendars and Student Achievement in High Schools in California, Illinois and Texas written by James M. Pedersen and published by . This book was released on 2011 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis School Calendar and the Socioeconomic Achievement Gap by : Monica Huband
Download or read book School Calendar and the Socioeconomic Achievement Gap written by Monica Huband and published by . This book was released on 2018 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to examine the statistical significance of the relationship between year-round education and achievement scores in reading and mathematics among fourth grade students from low socioeconomic backgrounds in the public schools of a Southeastern state. The results of this study revealed that school calendar, in isolation, is not a factor that can conclusively predict or improve the academic outcomes of students attending schools with large populations of students from low socioeconomic backgrounds. This study extends the body of knowledge on the influence of school calendar on student learning outcomes and provides useful information for educational stakeholders regarding the influence of school calendar on academic achievement.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of Student Achievement in Year-round and Traditional Calendar Elementary Schools by : Frank P. DeLaro
Download or read book An Analysis of Student Achievement in Year-round and Traditional Calendar Elementary Schools written by Frank P. DeLaro and published by . This book was released on 1994 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Comparing Traditional and Year-round Academic Calendars in Regard to Student Achievement in Two Virginia High Schools by : Gregory Morin
Download or read book Comparing Traditional and Year-round Academic Calendars in Regard to Student Achievement in Two Virginia High Schools written by Gregory Morin and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined possible differences between a traditional and a year-round academic calendar with regard to student achievement in two suburban high schools in northern Virginia. This study’s importance derives from the fact that additional exploration is needed in order to more fully explore the potential loss of learned knowledge and diminished retention and recall of instructional material in students who experience an extended summer vacation period as part of a traditional school calendar. The purpose of this non-experimental, ex post facto, causal-comparative study was to test the theory of German psychologist, Hermann Ebbinghaus, called the spacing effect as it related to a comparison of the traditional school calendar and a year-round school calendar. While existing research has suggested that a traditional calendar results in summer learning loss, the current study did provide some support to the assumption that a summer learning loss had a long term impact on the standardized test performance of students. In order to further examine this finding, a group of test scores from 100 seniors from each high school (for a total of 200), who shared similar demographic characteristics, were used to create the data set for the study. All the seniors from these two separate but similar high schools (located less than four miles apart) were required to take the end of year (EOY) Virginia standards of learning (SOL) test near the end of their senior year of high school. The SOL must be taken and passed in the spring of the senior year in order for a senior to graduate from high school. These schools employed different school calendars. One adhered to a traditional calendar, the other a year-round calendar. The Virginia Standards of Learning (SOL) assessment is a timed test comprised of four comprehensive sections (math, science, reading, and social studies). This study used a non-experimental, causal-comparative (ex-post facto) research design with the independent variable being split into two non-manipulated groups (one traditional calendar and one year-round calendar), and the dependent variable being the pre-existing SOL test scores of the participants. Data were evaluated using independent-samples t-tests. Suggestions for further research which would enhance the validity of this area of research are discussed.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Atlanta Magazine written by and published by . This book was released on 2005-01 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Atlanta magazine’s editorial mission is to engage our community through provocative writing, authoritative reporting, and superlative design that illuminate the people, the issues, the trends, and the events that define our city. The magazine informs, challenges, and entertains our readers each month while helping them make intelligent choices, not only about what they do and where they go, but what they think about matters of importance to the community and the region. Atlanta magazine’s editorial mission is to engage our community through provocative writing, authoritative reporting, and superlative design that illuminate the people, the issues, the trends, and the events that define our city. The magazine informs, challenges, and entertains our readers each month while helping them make intelligent choices, not only about what they do and where they go, but what they think about matters of importance to the community and the region.
Book Synopsis A Comparison of Reading and Mathematics Achievement of Students Attending a Nine Month Traditional School and a Year-round School by : Douglas Evan Roby
Download or read book A Comparison of Reading and Mathematics Achievement of Students Attending a Nine Month Traditional School and a Year-round School written by Douglas Evan Roby and published by . This book was released on 1992 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Examination of Student Performance in Reading/Language and Mathematics After Two Years of Thinking Maps® Implementation in Three Tennessee Schools by :
Download or read book An Examination of Student Performance in Reading/Language and Mathematics After Two Years of Thinking Maps® Implementation in Three Tennessee Schools written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine what, if any, association exists between Thinking Maps® instruction and student achievement in fifth grade students in Reading/Language and Mathematics as reported by the State NCE scores of the criterion referenced portion of the Tennessee Comprehensive Assessment Program (TCAP) Achievement Test in 3 Title I elementary schools in northeast Tennessee. The association was examined after 2 years of Thinking Maps® implementation and instruction. Using a quantitative design, the quasiexperimental study included fifth grade studentsâ State NCE scores from 2005 and the same studentsâ State NCE scores from 2003. Scores obtained by fifth grade students who received Thinking Maps® instruction were examined for differences in Reading/Language and Mathematics and were also compared with scores obtained by fifth grade students who did not receive Thinking Maps® instruction for the same 2-year period. Paired t-tests and a 3-factor repeated measures design, repeated on 1 factor, were used to investigate differences in achievement as categorized by Thinking Maps® instruction or no Thinking Maps® instruction for 2 years.
Book Synopsis A Comparison of the Impact of Year-round Education on Reading, Language and Mathematics Achievement of Students of Low Socio-economic Status in the Mississippi Delta by : Jacquelyn C. Thigpen
Download or read book A Comparison of the Impact of Year-round Education on Reading, Language and Mathematics Achievement of Students of Low Socio-economic Status in the Mississippi Delta written by Jacquelyn C. Thigpen and published by . This book was released on 2004 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Compares reading, language, and mathematics achievement among low socio-economic status students in a year-round calendar school with those in a traditional calendar school over a three-year period.
Book Synopsis An Analysis of Configurations in a Nongraded Elementary School in Northeast Tennessee by :
Download or read book An Analysis of Configurations in a Nongraded Elementary School in Northeast Tennessee written by and published by . This book was released on 2001 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare reading and math academic achievement scores of a cohort of students who had experienced mixed-age (two-grade span) and multiage (three-grade span) configurations, in a selected nongraded elementary school located in East Tennessee. Student attitude toward school, gender and socioeconomic status were also analyzed. The causal-comparative quantitative approach, along with convenience sampling, was the foundation for this study. Academic achievement normal curve equivalency (NCE) scores from the TerraNova Comprehensive Test of Basic Skills for the 1997-2000 academic years and survey results from the Attitude Toward School Inventory (Meier, 1973) given in the concluding year (2000) were analyzed using ANOVA, ANCOVA and t-tests to determine which configuration produced better results for students. Statistically significant results (p=.05) were found indicating that the multiage students performed better in reading achievement during the 1997 and 1998 years (ANOVA). ANCOVA results indicated multiage configuration to be statistically significant in 2000 when controlling for prior reading achievement. ANOVA results proved to be statistically significant in math for the multiage configuration in 1998. NCE mean scores in reading and math were higher, some significantly higher, for all four years 1997, 1998, 1999, and 2000 for those students in the multiage (three-grade span) configuration. No statistically significant differences were found in configurations regarding attitude toward school, however in all subtest areas the multiage (three-grade span) students mean scores were higher than the mixed-age (two-grade span) students scores. Findings include a stronger case for multiage (three-grade span) configuration when planning a nongraded developmentally appropriate elementary program.
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.
