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Cross Sectional And Longitudinal Analyses Of Reading And Mathematics Achievement As Related To Court Ordered Proportional Desegregation
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Book Synopsis Cross-sectional and Longitudinal Analyses of Reading and Mathematics Achievement as Related to Court-ordered, Proportional Desegregation by : Jean Bowden Stanford
Download or read book Cross-sectional and Longitudinal Analyses of Reading and Mathematics Achievement as Related to Court-ordered, Proportional Desegregation written by Jean Bowden Stanford and published by . This book was released on 1990 with total page 1276 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1990 with total page 562 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Book Synopsis A Longitudinal Analysis of Reading and Arithmetic Achievement and Court-ordered Desegregation by : D. Catherine Baltzell
Download or read book A Longitudinal Analysis of Reading and Arithmetic Achievement and Court-ordered Desegregation written by D. Catherine Baltzell and published by . This book was released on 1976 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1989 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A longitudinal analysis of reading and arithmetic achievement and court-ordered desegregation (with "forced" busing) in a large urban school district in the South by : Dora Catherine Baltzell
Download or read book A longitudinal analysis of reading and arithmetic achievement and court-ordered desegregation (with "forced" busing) in a large urban school district in the South written by Dora Catherine Baltzell and published by . This book was released on 1976 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Longitudinal and Cross-sectional Study of the Reading and Mathematics Achievement of Early and Delayed School Entrants by : Raymond J. Hack
Download or read book A Longitudinal and Cross-sectional Study of the Reading and Mathematics Achievement of Early and Delayed School Entrants written by Raymond J. Hack and published by . This book was released on 1980 with total page 410 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Longitudinal Analysis of Reading and Arithmetic Achievement and Court-ordered Desegration by : Dora Catherine Baltzell
Download or read book A Longitudinal Analysis of Reading and Arithmetic Achievement and Court-ordered Desegration written by Dora Catherine Baltzell and published by . This book was released on 1976 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992 by : Mark Berends
Download or read book Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992 written by Mark Berends and published by Rand Corporation. This book was released on 2005-04-08 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines trends in the mathematics scores of different racial-ethnic groups over time and analyzes how changes in family, school, and schooling measures help explain changes in the test score gaps. Although there were few positive changes between schools, the within-school experiences of black and Latino students changed for the better compared with white students when measured by student self-reported academic track placement.
Book Synopsis The Achievement Gap in Reading by : Rosalind Horowitz
Download or read book The Achievement Gap in Reading written by Rosalind Horowitz and published by Routledge. This book was released on 2017-04-07 with total page 399 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.
Book Synopsis Associations between Reading and Mathematics: Genetic, Brain Imaging, Cognitive and Educational Perspectives by : Sarit Ashkenazi
Download or read book Associations between Reading and Mathematics: Genetic, Brain Imaging, Cognitive and Educational Perspectives written by Sarit Ashkenazi and published by Frontiers Media SA. This book was released on 2017-10-05 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: Converging evidence demonstrates a strong link between reading and mathematics: multiple cognitive processes are shared between reading and mathematics, including the representation and retrieval of symbolic information, attention, working memory, and cognitive control. Additionally, multiple brain networks are involved in both math and reading, and last, common genetic factors might influence both reading and math. Hence, it comes as no surprise that there are meaningful associations between (aspects of) math and reading abilities. Moreover, comorbidity rates between math learning disabilities (MD) and reading disabilities (RD) are high (up to 66%) and prevalence rate of the comorbid condition is reported to be more common than the prevalence rate of isolated math learning disabilities. Accordingly, the goal of the research topic is to explore the underline mechanisms of this overlap between reading and math. The research topic aims to include the following topics: • Genetics - it has been found that both RD and MD are based on genetic factors and run in families. Moreover, math problem solving shares significant genetic overlap with general cognitive ability and reading decoding, whereas math fluency shares significant genetic overlap with reading fluency and general cognitive ability. Hence, this topic will explore the shared and unique genetic risk factors to RD and MD, In addition to shared and unique genetic influence on reading and math. • Neural perspective - converging evidence from both structural and multiple functional imaging studies, involving a wide range of numerical tasks, points to the intraparietal sulcus (IPS) as a core region that involve in quantity manipulation. However, several additional brain areas, such as frontoparietal and temporoparietal areas were found to be involved in numerical tasks. Individuals with MD show deficits in a distributed, set of brain regions that include the IPS, fusiform gyrus in posterior brain regions and pre frontal cortex regions. Similarly, converging evidence indicate that the left hemisphere regions centered in the fusiform gyrus, temporoparietal cortex, and pre frontal cortex regions are strongly involve in typical reading and present lower activity, connectivity or abnormal structure in RD. Thus, there is a meaningful neural overlap between reading and math. Hence, the authors can submit empirical studies on the role of several of brain regions that are involved in math and reading (commonality and diversity) both in the typical and a-typical development. • Cognitive factors that play role in mathematics and reading, and comorbidity between RD and MD - There is a long lasting debate whether MD and RD originate from unique cognitive mechanisms or not. Multiple cognitive processes are shared between reading and mathematics. Therefore, impairments in any one of domain-general skills could conceivably play an important role in both pure and comorbid conditions. Moreover, it has been suggested that phonological processing has a significant role in some aspects of numerical processing such as retrieval of arithmetical facts. • Education - it will be interesting to look at the effect of interventions that aim to improve reading (such as phonological awareness) and there transfer effect on improving mathematical processing. Alternatively, it will be good to test whether math interventions will improve reading.
Book Synopsis A Multilevel Analysis of School Effects on Student Achievement and the Racial Achievement Gap in the Desegregation Context by : Erin J. Maher
Download or read book A Multilevel Analysis of School Effects on Student Achievement and the Racial Achievement Gap in the Desegregation Context written by Erin J. Maher and published by . This book was released on 2000 with total page 458 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Analysis of the Relationships Among Academic Achievement in Mathematics and Reading, Assigned Instructional Schedules, and the Learning Style Time Preferences of Third, Fourth, Fifth, and Sixth Grade Students by : Joan Virostko
Download or read book An Analysis of the Relationships Among Academic Achievement in Mathematics and Reading, Assigned Instructional Schedules, and the Learning Style Time Preferences of Third, Fourth, Fifth, and Sixth Grade Students written by Joan Virostko and published by . This book was released on 1983 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Reading and Mathematics Achievement of Middle School Students as Measured by the Texas Assessment of Knowledge and Skills by : Federico Hernandez
Download or read book The Relationship Between Reading and Mathematics Achievement of Middle School Students as Measured by the Texas Assessment of Knowledge and Skills written by Federico Hernandez and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the strength and direction of the relationship between the three different levels of reading achievement on the Texas Assessment of Knowledge and Skills and the mathematics achievement of middle school students in a large urban school district in southwestern United States as assessed by the Texas Assessment of Knowledge and Skills. A correlational research design was used to study this relationship. The participants were current high school students who were administered both the Reading and Mathematics sections of the Texas Assessment of Knowledge and Skills in their sixth, seventh, and eighth grade year in middle school (N = 652). A bivariate analysis using the Pearson product-moment correlation technique was used to determine the strength and direction of the relationship between the three different levels of reading achievement and mathematics achievement as measured by the Texas Assessment of Knowledge and Skills. Students who achieved a Commended performance and a Met Standard performance in the Reading section of the Texas Assessment of Knowledge and Skills in sixth, seventh, and eighth grade, all yielded a correlation coefficient that was statistically significant with a p-value .01. This also held true for the overall relationship in sixth (r = + .481 and N =652), seventh (r = + .537 and N = 652), and eighth (r = + .385 and N = 652) grade. These results suggest that there is a moderate to strong relationship between the reading achievement and mathematics achievement of sixth, seventh, and eighth grade students who achieved a Commended or Met Standard performance on the reading section of the Texas Assessment of Knowledge and Skills. The seventh grade students who achieved a Did Not Meet Standard in the Reading section of the Texas Assessment of Knowledge and Skills, N = 53, yielded a correlation coefficient, r = + .325, which was statistically significant with a p-value
Book Synopsis Reading-mathematic Relationship: a Race-, Ses-, and Gender-based Comparative Analysis of the Consistency of Reading Competency in Accounting for Individual Variability and Group Differences in Mathematics Achievement by : Roy L. Higgins
Download or read book Reading-mathematic Relationship: a Race-, Ses-, and Gender-based Comparative Analysis of the Consistency of Reading Competency in Accounting for Individual Variability and Group Differences in Mathematics Achievement written by Roy L. Higgins and published by . This book was released on 2006 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Achievement Gaps written by Alan Vanneman and published by . This book was released on 2009 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics and reading scores on the National Assessment of Educational Progress (NAEP) have increased among students attending elementary and secondary schools since the first time the assessment was administered. These score increases have been observed both for Black and White students; statistically significant score differences between the two racial/ethnic groups have also been observed. This statistical analysis report, "Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress," examines achievement gaps between Black and White public-school students at both the national and state levels. The report uses data from two assessment programs--main NAEP and Long-Term Trend (LTT) NAEP. While both programs assess reading and mathematics, they are different in three major respects: (1) main NAEP assesses performance of students in 4th- and 8th-grades, while LTT NAEP assesses performance of students ages 9 and 13; (2) main NAEP reports results for both the national and state levels, while LTT NAEP reports results for the national level only; (3) main NAEP was first administered in the 1990s, while LTT NAEP was first administered in the 1970s. The report uses results from all assessment years including the 2007 main NAEP and the 2004 LTT NAEP. All results are for public school students. The percentages of Black and White students in individual states vary by state. Some states' trends could not be reported because there were not enough Black or White students in the sample to have reportable results. This report is organized as follows. Following an introduction, the remainder of this report presents first mathematics and then reading results. In each section, long-term trend results are presented first, giving national results only for public school students ages 9 and 13. These are followed by both national and state results for public school fourth- and eighth-graders from main NAEP. National data from main NAEP are also presented by (1) gender; and (2) eligibility categories for the National School Lunch Program. The last section consists of two appendixes that contain relevant technical notes and supplemental tables. (Contains 12 footnotes, 11 tables, and 24 figures.) [This report was prepared under a project of the NAEP Education Statistics Services Institute (NAEP-ESSI) of the American Institutes for Research (AIR) in support of the National Center for Education Statistics (NCES). For the report highlights, see ED505902.].
Book Synopsis Achievement in Reading Comprehension and Mathematics by : Harry A. Starnes
Download or read book Achievement in Reading Comprehension and Mathematics written by Harry A. Starnes and published by . This book was released on 1997 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :Trends in International Mathematics and Science Study Publisher : ISBN 13 :9781889938189 Total Pages :287 pages Book Rating :4.9/5 (381 download)
Book Synopsis TIMSS and PIRLS 2011 by : Trends in International Mathematics and Science Study
Download or read book TIMSS and PIRLS 2011 written by Trends in International Mathematics and Science Study and published by . This book was released on 2013-11-30 with total page 287 pages. Available in PDF, EPUB and Kindle. Book excerpt:
