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Effect Of A Mastery Learning Mathematics Reform On 8th Grade Students Mathematics Achievement
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Book Synopsis Effect of a Mastery Learning Mathematics Reform on 8th-grade Students' Mathematics Achievement by : Diane M. Lincoln
Download or read book Effect of a Mastery Learning Mathematics Reform on 8th-grade Students' Mathematics Achievement written by Diane M. Lincoln and published by . This book was released on 2014 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: "In this quantitative group comparison study, we examine the mathematics achievement growth, determined using the Illinois State Achievement Test (ISAT), of an 8th-grade class participating in Mastery Learning and compared their own mathematics growth achieved in 7th-grade, without the intervention. We also compare the mathematics achievement growth of that 8th-grade Mastery Learning class to the mathematics achievement growth realized by a different 8th-grade class instructed using traditional methods."--Abstract.
Book Synopsis The Impact of Reform Instruction on Student Mathematics Achievement by : Thomas A. Romberg
Download or read book The Impact of Reform Instruction on Student Mathematics Achievement written by Thomas A. Romberg and published by Routledge. This book was released on 2008-08-15 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Summarizing data derived from a four-year combined longitudinal/ cross-sectional comparative study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life. The study was designed to answer three questions: What is the impact on student performance of the Mathematics in Context instructional approach, which differs from most conventional mathematics texts in both content and expected pedagogy? How is this impact different from that of traditional instruction on student performance? What variables associated with classroom instruction account for variation in student performance? The researchers examined a range of variables that affected data collection. These variations highlight the need to study the effects of the culture in which student learning is situated when analyzing the impact of standards-based curricula on student achievement. This book is directed to educational researchers interested in curriculum implementation, mathematics educators interested in the effects of using reform curriculum materials in classrooms, evaluators and research methodologists interested in structural modeling and scaling of instructional variables, and educational policy makers concerned about reform efforts.
Book Synopsis The Effect of Mastery Learning and Wait Time on Student Achievement and Attitude in Seventh and Eighth Grade Mathematics by : Dale Arthur Olson
Download or read book The Effect of Mastery Learning and Wait Time on Student Achievement and Attitude in Seventh and Eighth Grade Mathematics written by Dale Arthur Olson and published by . This book was released on 1988 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Algebra Solution to Mathematics Reform by : Frances R. Spielhagen
Download or read book The Algebra Solution to Mathematics Reform written by Frances R. Spielhagen and published by Teachers College Press. This book was released on 2015-04-24 with total page 113 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can we increase mathematics achievement among all students? This book provides a straightforward explanation of how changing mathematics tracking policies to provide algebra instruction to all students by at least eighth grade can bring about changes in both student achievement and teacher performance. Spielhagen chronicles the success of a large school district that changed the way mathematics was delivered and increased success rates across all populations. Featuring interviews with students and teachers, the author shows how all stakeholders were brought into the process of changing policy from the ground up. Offering a model for success that can be replicated by other districts, this resource: Provides a comprehensive account of how mathematics policy that evolved in the United States over the last century has resulted in low math literacy among our population.Addresses the recommendations and counterpoints to the report of the National Mathematics Panel (2009).Includes real-life examples of how stakeholders responded to the policy change that revolutionized mathematics instruction in their district. Frances R. Spielhagen is associate professor of education and director of the Center for Adolescent Research and Development at Mount Saint Mary College, Newburgh, New York. “Offers an ‘elegant solution’ to a compelling problem in American society that has global implications: Who should study algebra and when? The best-practices approach should be required reading for pre-service and in-service educators and administrators alike. Readers will recognize that preparing students to learn algebra by 8th grade is as much a right as learning to read. It is a right upon which our future depends.” —Susan G. Assouline, Professor of School Psychology, Associate Director, The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development, The University of Iowa “Frances Spielhagen’s book offers a thoughtful and detailed response to one of the most important questions of our time—should all students take algebra in 8th grade? With impressive and thorough research, the author considers issues of teaching and learning, as well as curriculum and policy. For all those who care about the mathematical future of our nation’s children, this book is a must read.” —Jo Boaler, Professor of Mathematics Education, Stanford University, The School of Education “In The Algebra Solution to Mathematics Reform, Frances R. Spielhagen shows vividly and precisely how a public school system teaches children to master mathematics skills early—culminating in 8th grade algebra, a critical subject for high school graduation and college admission. Spielhagen’s book precisely demonstrates how to improve real sequential learning for students from the early grades to high school graduation, and successfully into college and life. Thus, this vital book has implications for instruction in all academic subjects, providing a living model for continuity and improvement of student learning.” —Bruce S. Cooper, Professor, Graduate School of Education, Fordham University
Book Synopsis School, Classroom/teacher, and Student Effects on Students' Mathematics Achievement by : Jeongmi Kim
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:
Book Synopsis Conditions Beyond Teaching that Affect Learning Mathematics by : Sandra Maitz Nichols
Download or read book Conditions Beyond Teaching that Affect Learning Mathematics written by Sandra Maitz Nichols and published by . This book was released on 1995 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of the Connected Mathematics Project on Middle School Mathematics Achievement by : Lesa Maria Covington Clarkson
Download or read book The Effects of the Connected Mathematics Project on Middle School Mathematics Achievement written by Lesa Maria Covington Clarkson and published by . This book was released on 2001 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Mathematics Learning and Middle School Student Achievement by : Sally Marie Mascia
Download or read book Teacher Mathematics Learning and Middle School Student Achievement written by Sally Marie Mascia and published by . This book was released on 2010 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: United States policymakers have taken measures to improve learning for all students emphasizing the use of scientifically based research in choosing educational programs to promote school improvement and student learning. However, educators, researchers and policymakers debate about which factors are most important in affecting student achievement. The No Child Left Behind Act of 2001 (NCLB) places major emphasis upon teacher quality as a factor in improving achievement for all students. This emphasis grows out of research showing that teachers' mastery of the academic content they teach is critical to engaging students and is a significant factor in raising levels of student achievement. Middle or secondary school teachers must possess the equivalent of an academic major in the core academic area (107th U.S. Congress, 2002). To meet this need, a key goal of the Cleveland MSP was to increase middle school teacher content knowledge in mathematics through teacher participation in graduate coursework. The primary purpose of this study was to investigate the degree of impact that this program had on middle grades student mathematics achievement. In addition, the stability of teaching assignment was investigated. A two- level hierarchical linear model was used to explore the relationship between the teacher and student variables. Over 2500 student cases and over 90 teacher cases per grade level were used for analysis. Results indicated that teacher MSP participation, as a main effect, was significantly and negatively associated with student achievement on the sixth grade OAT-M. In addition, there was a significant positive relationship between teacher MSP participation and student achievement on the OAT-M when students had additional instructional time for sixth and eighth grades. Teacher assignment stability, as a main effect, was significantly and positively associated with sixth grade student achievement on the OAT-M and was significantly and negatively associated with eighth grades student achievement in mathematics when students had additional instructional time. Finally, the main effect of classroom mean prior achievement was significantly and negatively associated with eighth grade mathematics achievement, and classroom mean prior achievement was positively associated with student prior achievement for seventh grade students. As shown in this study, teacher participation in graduate level content coursework can enhance other teacher and student characteristics and thereby contribute to middle grades student achievement in mathematics.
Book Synopsis Effects of Mastery Learning on Mathematics Achievement and Attitudes by : Vena Marie Long
Download or read book Effects of Mastery Learning on Mathematics Achievement and Attitudes written by Vena Marie Long and published by . This book was released on 1991 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Mastery Learning on Achievement in Mathematics by : Brian K. Ward
Download or read book The Effects of Mastery Learning on Achievement in Mathematics written by Brian K. Ward and published by . This book was released on 1995 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship of Learner-centered Beliefs of Eighth-grade Math Teachers and Student Achievement on the North Carolina End-of-grade Mathematics Test by : Takeda Lasha LeGrand
Download or read book The Relationship of Learner-centered Beliefs of Eighth-grade Math Teachers and Student Achievement on the North Carolina End-of-grade Mathematics Test written by Takeda Lasha LeGrand and published by . This book was released on 2012 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators are charged with reform efforts to improve student achievement. Most efforts focus on accountability reform. The learner-centered model for school reform is organized around the personal domain for systemic reform. How teachers work with students is greatly influenced by policy and what they believe about student learning and behavior. Subsequently, teacher behaviors, beliefs, and practices impact learning. This dissertation attempted to establish teacher beliefs and their effectiveness on student achievement on the eighth-grade End-of-Grade Mathematics Test in the State of North Carolina. -- This study was conducted within the Sandhills Regional Education Consortium located in the central part of North Carolina. As of the 2011 school year, 12 school districts made up the Sandhills Regional Education Consortium; 5 of the twelve districts participated in this research study. -- A non-experimental quantitative study design was used to examine teachers' beliefs about the learner, learning, and teaching as well as the impact of their beliefs on student mathematics achievement. The researcher collected data via the Teacher Beliefs Survey, a demographic questionnaire, and student achievement on the eighth-grade 2011 North Carolina End-of-Grade Mathematics Test for the purpose of this research. -- Data collected revealed that only 1 teacher met McCombs and Whisler's criteria for having learner-centered beliefs and 2 teachers were identified as non-learner-centered. There was no statistical significant difference between teacher beliefs and student achievement on the eighth-grade End-of-Grade Mathematics Test, but there was a difference in teachers' beliefs about non-learner-centered ideas in higher-performing districts than teachers' beliefs about non-learner-centered ideas in lower-performing districts, but not enough to be considered significant.
Book Synopsis Effects of Mastery Learning on the Mathematics Achievement of Junior Secondary Students with Mild Intellectual Disabilities by : Vanessa E. Redmond
Download or read book Effects of Mastery Learning on the Mathematics Achievement of Junior Secondary Students with Mild Intellectual Disabilities written by Vanessa E. Redmond and published by . This book was released on 1993 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Does Detracking Work? by : Thurston Domina
Download or read book Does Detracking Work? written by Thurston Domina and published by . This book was released on 2012 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this paper, the authors investigate the consequences of curricular intensification by examining changes in the social organization of schooling and student achievement in one California school district. The authors' analyses consider the following three research questions: (1) What effect did 8th grade curricular intensification have on mathematics course-taking patterns in Towering Pines Unified schools?; (2) What effect did 8th grade curricular intensification have on classroom-level ethnic, language-based, and skills-based segregation in the district?; and (3) What long-term effects did 8th grade curricular intensification have on students' mathematics course taking and mathematics achievement? Their analyses focus on 8th grade student data collected from a large, ethnically-diverse Southern California school district during a four year period in which state policy provided strong incentives for schools to enroll a greater proportion of 8th graders in Algebra I courses. In sum, their findings suggest that enrolling students in more rigorous courses is not, in itself, enough to raise student achievement. Rather, their analyses suggest that successful curricular reforms must prepare students across the skill distribution and carefully attend to classroom peer dynamics. (Contains 5 tables and 1 footnote.).
Book Synopsis Effects of Mastery Learning Strategies on Community College Mathematics Students' Achievement, and Attitute by : Laila Fawzy Ghobrial Abadir
Download or read book Effects of Mastery Learning Strategies on Community College Mathematics Students' Achievement, and Attitute written by Laila Fawzy Ghobrial Abadir and published by . This book was released on 1992 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis PISA PISA 2012 Results: What Students Know and Can Do (Volume I, Revised edition, February 2014) Student Performance in Mathematics, Reading and Science by : OECD
Download or read book PISA PISA 2012 Results: What Students Know and Can Do (Volume I, Revised edition, February 2014) Student Performance in Mathematics, Reading and Science written by OECD and published by OECD Publishing. This book was released on 2014-02-11 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt: This first volume of PISA 2012 results summarises the performance of students in PISA 2012. It describes how performance is defined, measured and reported, and then provides results from the assessment, showing what students are able to do.
Book Synopsis The Effect of a Thematic Approach to Teaching Mathematics on the Achievement and Attitudes of Seventh and Eighth Grade Students by : April Elizabeth Allen
Download or read book The Effect of a Thematic Approach to Teaching Mathematics on the Achievement and Attitudes of Seventh and Eighth Grade Students written by April Elizabeth Allen and published by . This book was released on 1993 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Mastery Teaching of the Four Basic Mathematics Operations on Student Achievement in Mathematics and Attitude Toward Math and Other Subjects by : Robert D. Goeman
Download or read book The Effect of Mastery Teaching of the Four Basic Mathematics Operations on Student Achievement in Mathematics and Attitude Toward Math and Other Subjects written by Robert D. Goeman and published by . This book was released on 1994 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
