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Author : Looksmart Lucky Zamokuhle Kunene
Publisher :
ISBN 13 :
Total Pages : 658 pages
Book Rating : 4.:/5 (861 download)
Download or read book Classroomlevel Factors Affecting Mathematics Achievement written by Looksmart Lucky Zamokuhle Kunene and published by . This book was released on 2013 with total page 658 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Classroom and School Factors Affecting Mathematics Achievement written by and published by . This book was released on 2001 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent work on differences in mathematics achievement has highlighted the importance of classroom, teacher and school factors. The present study used data from the Third International Mathematics and Science Study (TIMSS) to look at student, classroom and school factors influencing mathematics achievement in the United States ( US) and Australia. It found that classroom differences account for about one-third of the variation in student achievement in the United States and over 0ne-quarter in Australia. Much of the classroom variation was due to compositional and organisational factors. This has important implications for policy regarding the improvement of mathematics achievement in schools.
Author : Jeongmi Kim
Publisher :
ISBN 13 :
Total Pages : 326 pages
Book Rating : 4.:/5 (89 download)
Download or read book School, Classroom/teacher, and Student Effects on Students' Mathematics Achievement written by Jeongmi Kim and published by . This book was released on 2006 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Richard S. Kitchen
Publisher : Routledge
ISBN 13 : 1351558846
Total Pages : 376 pages
Book Rating : 4.3/5 (515 download)
Download or read book Mathematics Education at Highly Effective Schools That Serve the Poor written by Richard S. Kitchen and published by Routledge. This book was released on 2017-09-25 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book presents research findings about school-level and district-level practices and successful strategies employed in mathematics education by highly effective schools that serve high-poverty communities. It includes both the theory and practice of creating highly effective schools in these communities. In 2002 nine schools were selected in a national competition to participate in the Hewlett-Packard High Achieving Grant Initiative. As part of this Initiative, these schools participated in the research study this book reports. The study employed both qualitative and quantitative methodologies to examine school- and classroom-level factors that contributed to high achievement, particularly in mathematics. The goals of the study were twofold: 1) to investigate the salient characteristics of the highly effective schools in which the research was conducted, and 2) to explore participating teachers’ conceptions and practices about mathematics curriculum, instruction, and assessment. The schools described have much to teach about creating powerful learning environments that empower all students to learn challenging mathematics. Given the pressures of the accountability measures of the No Child Left Behind legislation, this book is extremely timely for those seeking school models that serve high-poverty communities and have demonstrated high performance on high-stakes examinations and other assessments. Mathematics Education at Highly Effective Schools That Serve the Poor: Strategies for Change is particularly relevant for teacher educators, researchers, teachers, and graduate students in the fields of mathematics education and school policy and reform, and for school administrators and district coordinators of mathematics education.
Author : Sylvia F. Smith-Demuth
Publisher :
ISBN 13 :
Total Pages : 170 pages
Book Rating : 4.:/5 (618 download)
Download or read book An Analysis of Relationships Among Student Characteristics, Instructional Practices, and Classroom Organizational Factors Affecting Mathematics Achievement written by Sylvia F. Smith-Demuth and published by . This book was released on 2005 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Peter Mortimore
Publisher : Univ of California Press
ISBN 13 : 0520330374
Total Pages : 320 pages
Book Rating : 4.5/5 (23 download)
Download or read book School Matters written by Peter Mortimore and published by Univ of California Press. This book was released on 2023-04-28 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1988.
Author : Trude Nilsen
Publisher : Springer
ISBN 13 : 3319412523
Total Pages : 167 pages
Book Rating : 4.3/5 (194 download)
Download or read book Teacher Quality, Instructional Quality and Student Outcomes written by Trude Nilsen and published by Springer. This book was released on 2016-09-19 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).
Author : Eileen G. Merritt
Publisher :
ISBN 13 :
Total Pages : 11 pages
Book Rating : 4.:/5 (16 download)
Download or read book The Contribution of Mathematics Instructional Quality and Class Size to Student Achievement for Third Grade Students from Low Income Families written by Eileen G. Merritt and published by . This book was released on 2011 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: Classroom observational measures can provide information about high quality student-teacher interactions, allowing researchers to consider the impacts of these practices on student outcomes. Such measures can take a "process-oriented approach" that considers the nature of interactions between teachers and students, such as the sensitivity of teachers' interactions with students, teachers' effective management of the classroom, and the depth of instruction and quality of feedback given to students--all processes that have been linked to achievement gains (Pianta, Belsky, Houts & Morrison, 2007; Pianta & Hamre, 2009; Ponitz, Rimm-Kaufman, Brock & Nathanson, 2009). Alternatively, observational measures can take a "domain-specific approach" that considers teachers' practices that support information processing in specific subject-areas, such as mathematical problem solving. Seidel and Shavelson conducted a recent meta-analysis that examined the effects of teaching on student learning, considering both domain-specific and process-oriented approaches to teaching in K-12 classrooms. They found that domain-specific processes had larger effects (d = 0.41) on cognitive outcomes in elementary classrooms than all other factors (Seidel & Shavelson, 2007). The present study combines process-oriented and domain specific approaches, using a newly developed measure: the Mathematics Scan (M-Scan) Measure of Mathematics Instructional Quality (Berry, Rimm-Kaufman, Ottmar, Walkowiak & Merritt, 2011). Three primary research questions guided the authors' analyses: (1) What is the contribution of mathematics instructional quality to achievement for low-income students? The authors hypothesized that mathematics instructional quality is a strong predictor of mathematics instructional quality for low-income students, even after controlling for prior achievement, class-size, peer ability level, teachers' experience, and teachers' content knowledge, (2) What is the relative contribution of classroom ability level beyond classroom quality and class size in predicting achievement for low-income third grade students? The authors hypothesized that classroom ability level would contribute to achievement above and beyond mathematical instructional quality and other classroom factors, and (3) Does class size make a difference above and beyond instructional quality and classroom ability level in predicting achievement for low-income third grade students? Their hypothesis was that class size was significantly related to achievement above and beyond mathematics instructional quality and classroom ability level. This research reports the following findings: (1) The authors found that mathematical instructional quality was significantly related to third grade achievement for students from low-income families. For every one point higher a teacher scored on the M-Scan, students scored approximately 12 points higher on a third grade achievement test. Mathematical instructional quality explains 8% of the classroom level variance and 0.4% of the total variance in student achievement after controlling for student prior achievement, teachers' content knowledge, class size, classroom ability level, and teachers' experience level; (2) Results showed the classroom ability level was not a significant predictor of student achievement with all of the other variables in the model. This suggests that when students are offered the same level of instructional quality, teacher content knowledge, teacher experience, and have similar class sizes, the ability level of peers is not significant; and (3) Class size was a significant predictor of achievement for students from low-income families. For every 3 fewer students in a classroom, students scored 11 points higher on the third grade achievement test. Class size explained 28% of the classroom level variance and 3% of the total variance in achievement above and beyond the other variables in the model. Findings suggest the importance of mathematics instructional quality and smaller class size among students from families with low income. Interventions that support teacher improvement in standards-based mathematics may hold promise in efforts to reduce the achievement gap. Appended are: (1) References, and (2) Tables and figures.
Author : Tom Loveless
Publisher : Rowman & Littlefield
ISBN 13 : 0815753357
Total Pages : 290 pages
Book Rating : 4.8/5 (157 download)
Download or read book Lessons Learned written by Tom Loveless and published by Rowman & Littlefield. This book was released on 2008-08-01 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: Standards for education achievement are under scrutiny throughout the industrial world. In this technological age, student performance in mathematics is seen as being particularly important. For more than four decades, international assessments conducted by the International Association for Evaluation of Educational Achievement (IEA) have measured how well students are learning mathematics in different countries. The latest round of mathematics testing of the Trends in Mathematics and Science Study (TIMSS) takes place in 2007. Beyond the horse race—the rankings that compare nations—what have we learned from the wealth of data collected in these assessments? How do US math curriculums compare to those used overseas? Is the effect of technology in the classroom uniform across nations? How do popular math reforms fare abroad? Those are some of the critical issues tackled in this important book. The authors use the database to address several pressing questions about school policy and educational research. For example, Ina Mullis and Michael Martin review the major lessons learned over the history of TIMSS testing. William Schmidt and Richard T. Houang examine whether curricular breadth affects student achievement. Jeremy Kilpatrick, Vilma Mesa, and Finbarr Sloane evaluate American performance in algebra relative to other nations and pinpoint strengths and weaknesses in American students' learning of algebra.
Author : Sibel Kaya
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (813 download)
Download or read book The Effects of Student-level and Classroom-level Factors on Elementary Students' Science Achievement in Five Countries written by Sibel Kaya and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects (Lamb & Fullarton, 2002) as well as understanding how these factors operate across countries (Baker, Fabrega, Galindo, & Mishook, 2004). The current study examined the individual student factors and classroom factors on fourth grade science achievement within and across five countries. Guided by the previous school learning models, the elements of students' science learning were categorized as student-level and classroom-level factors. The student-level factors included gender, self-confidence in science, and home resources. The classroom-level factors included teacher characteristics, instructional variables and classroom composition. Results for the United States and four other countries, Singapore, Japan, Australia, and Scotland were reported. Multilevel effects of student and classroom variables were examined through Hierarchical Linear Modeling (HLM) using the Trends in International Mathematics and Science Study (TIMSS) 2003 fourth grade dataset. The outcome variable was the TIMSS 2003 science score. Overall, the results of this study showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student-level, higher levels of home resources and self-confidence and at the classroom-level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the U.S. and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the U.S. and Australia. Experimental studies that investigate the impacts of teacher and instructional factors on elementary science achievement are needed. For all the countries investigated, with the exception of Singapore, the between-class variance was much smaller than the within-class variance. Japan had the smallest variation in science achievement among classrooms which indicates the homogeneity across classrooms in Japan. Increasing awareness and knowledge of gender neutral instructional techniques, providing a non-threatening, rich and supportive environment for both genders in classrooms by elementary teachers are to be encouraged. To improve students' self beliefs about science, it is recommended that teachers model science activities and accommodate students' needs and abilities (Bandura, 1997; Britner & Pajares, 2006). Schools and teachers are recommended to develop a successful home-school partnership for improved student learning and positive attitudes toward science (Eccles & Harold, 1996; Epstein & Salinas, 2004). Furthermore, developing a knowledge base for teachers regarding the influences of classroom and school composition is highlighted (Honig, Kahne, & McLaughlin, 2001; Murrel, 2001). At the classroom- and school-level, policy efforts could focus on the distribution of educational resources (Condron & Roscigno, 2003; Goesling, 2003) to compensate for poor family background.
Author : Clark J Hickman
Publisher : IAP
ISBN 13 : 1641137398
Total Pages : 199 pages
Book Rating : 4.6/5 (411 download)
Download or read book Learning Mathematics Successfully written by Clark J Hickman and published by IAP. This book was released on 2019-09-01 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: The goal of this book is to bring together the concept of self-efficacy theory with practical how-to strategies for both teachers and parents to use in heightening their students’ levels of self-efficacy. The book examines how self-efficacy theory relates to the acquisition of mathematical competence. The text also provides specific and practical how-to strategies for both teachers and parents in applying these principles to classroom mathematics instruction and activities. The self-efficacy practices and applications to mathematics are also suitable for families working with learners outside the school environment. Acquiring mathematical skills requires more than knowing arithmetic tables, memorizing rules, and knowing proofs. It requires a basic belief that one is capable of obtaining this information, making sense of it, and applying and generalizing it in mathematical problems. In addition, a student must believe that obtaining these skills leads to a positive outcome, whether it is perceived to be a good or passing grade, comfort-level in tackling mathematical problems, being able to advance to the next mathematics course, being able to score highly on the math section of the SAT and/or be competitive for a desired job. The ability of students to achieve and exceed grade level competence in mathematics is addressed through the lens of Albert Bandura’s Self-Efficacy Theory. This theoretical position states that one will persist in mastering a behavior (in this case, mastering mathematical principles and skills), in the face of obstacles or failures—to the extent that one believes he or she has the ability to do so, and that there is a desired outcome for doing so. The research literature on the role of self-efficacy in mathematic instruction is examined to demonstrate the validity of using this concept to increase student (and parent/teacher) confidence in learning and applying grade-appropriate math content. Specific teaching methodologies will be provided that infuse self-efficacy strategies for students. Lastly, teachers and parents are provided strategies to increase their own self-efficacy when it comes to conveying mathematics principles to their child or student, as well as strategies to assess their students’ level of self-efficacy over time. Teaching and learning mathematics so that students achieve success at their grade level or above can present a variety of challenges. One barrier that affects learners is the belief that one is not capable of learning mathematics or not naturally talented in the field, not a “math person.” As a result, learners may not believe they are capable of a positive outcome for achieving mathematics success. This book is an important resource for pre-service and in-service teachers, as well as families in applying the theory of self-efficacy to support learners in becoming confident and assured in their ability to understand and apply mathematical principles and procedures. Coupled with classroom ready mathematics instructional strategies, the book provides readers with the background, tools and strategies needed to carry content success and confidence forward to remain persistent in solving all future mathematical problems.
Author : Nani Teig
Publisher : Springer Nature
ISBN 13 : 3031495802
Total Pages : 300 pages
Book Rating : 4.0/5 (314 download)
Download or read book Effective and Equitable Teacher Practice in Mathematics and Science Education written by Nani Teig and published by Springer Nature. This book was released on with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Stacey Ann Kosciolek
Publisher :
ISBN 13 :
Total Pages : 240 pages
Book Rating : 4.:/5 (319 download)
Download or read book Instructional Factors Related to Mathematics Achievement written by Stacey Ann Kosciolek and published by . This book was released on 2003 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Gene Bottoms
Publisher :
ISBN 13 :
Total Pages : 19 pages
Book Rating : 4.:/5 (731 download)
Download or read book Factors Affecting Mathematics Achievement for Students in Rural Schools written by Gene Bottoms and published by . This book was released on 2003* with total page 19 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Hay McBer
Publisher :
ISBN 13 : 9781841853116
Total Pages : 67 pages
Book Rating : 4.8/5 (531 download)
Download or read book Research Into Teacher Effectiveness written by Hay McBer and published by . This book was released on 2000 with total page 67 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Dana Duffey Ballou
Publisher :
ISBN 13 :
Total Pages : 272 pages
Book Rating : 4.:/5 (245 download)
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:
Author : Linda Darling-Hammond
Publisher :
ISBN 13 :
Total Pages : 76 pages
Book Rating : 4.F/5 ( download)
Download or read book Doing what Matters Most written by Linda Darling-Hammond and published by . This book was released on 1997 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report gauges progress toward achieving high quality teaching in every classroom, using data about teaching conditions that are new since publication of an earlier report by the National Commission on Teaching and America's Future. Section 1, "Doing What Matters Most: Investing in Quality Teaching," describes the Commission's original findings and recommendations following two years of study. Findings indicate that most schools and teachers cannot achieve new educational goals because they do not know how and do not receive support to do so. Recommendations include linking teacher standards to student standards, reinventing teacher preparation and professional development, overhauling teacher recruitment, putting qualified teachers in every classroom, and organizing schools for success for all. Section 2, "America's Agenda for Education," discusses new standards and new students in America's schools, examining why and how teaching matters. Section 3, "Lessons from Last Decade's Reforms," discusses major initiatives in North Carolina, Connecticut, and other states for improving teaching quality. Section 4, "The Current Status of Teaching," discusses teacher recruitment and teacher supply and demand; salaries and working conditions; retention; qualifications and training; reform of teacher education and induction; access to professional development; and progress in school reform. Section 5, "Evidence of Progress," describes federal, state, and local initiatives to improve quality. Six appendixes offer state report cards on teacher quality; state-by-state data tables; National Council for the Accreditation of Teacher Education, Interstate New Teacher Assessment and Support Consortium, and National Board standards; Commission staff, advisors, and consultants; partner state contact persons; and national organization partners and contact persons. (SM)
