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Investigation Of Gender Differences In Mathematics Using Curriculum Based Measurement
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Book Synopsis Investigation of Gender Differences in Mathematics Using Curriculum-based Measurement by : Rani Alexandra Lewis
Download or read book Investigation of Gender Differences in Mathematics Using Curriculum-based Measurement written by Rani Alexandra Lewis and published by . This book was released on 2012 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Gender Differences in Curriculum-based Measures by : Kristi Guzzonato
Download or read book Gender Differences in Curriculum-based Measures written by Kristi Guzzonato and published by . This book was released on 1991 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Gender Differences in Mathematics Curriculum-based Measurement in Third Through Eighth Grade Students by : Laura Katherine Dickerson
Download or read book Gender Differences in Mathematics Curriculum-based Measurement in Third Through Eighth Grade Students written by Laura Katherine Dickerson and published by . This book was released on 2012 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis An Investigation of Racial/ethnic and Gender Bias in Curriculum-based Measures of Reading and Mathematics by : Graham Sproul Taylor
Download or read book An Investigation of Racial/ethnic and Gender Bias in Curriculum-based Measures of Reading and Mathematics written by Graham Sproul Taylor and published by . This book was released on 2002 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Gender and Fair Assessment by : Warren W. Willingham
Download or read book Gender and Fair Assessment written by Warren W. Willingham and published by Routledge. This book was released on 2013-12-16 with total page 439 pages. Available in PDF, EPUB and Kindle. Book excerpt: There have been many important changes in the participation of women and men in American society over the past quarter-century. Tests play a role in those changes by providing evidence of the diverse achievement and proficiency of women and men. They aid the learning process and reflect inequalities in opportunity to learn and participate. In addition, they provide useful information in considering what alternatives in education and work make most sense for individuals and influence views about groups of students, educational programs, and a wide range of issues. For all of these reasons, it is important that tests assess fairly and reflect accurately the ways young people are and are not achieving as well as desired. The test performance of women and men is a research topic of historical interest and has received much attention in recent years. Because of this increased interest, there is a great deal of new research and data available. The purpose of the study presented in this volume was to review this new information with two objectives in mind: *to clarify patterns of gender difference and similarity in test performance and related achievements, and *to see what implications those findings might have for fair assessment and, as a corollary, examine the assessment process as a possible source of gender differences. This study is interested in tests used in education to assess developed knowledge and skill. In order to gain a broader view of gender similarity and difference, the contributors looked at other types of measures and other characteristics of young women and men. Their hope is to contribute to a firmer basis for insuring fairness in tests--an objective which is particularly important as the field moves increasingly to new forms of assessment in which there is less experience.
Book Synopsis Gender, Science and Mathematics by : L. H. Parker
Download or read book Gender, Science and Mathematics written by L. H. Parker and published by Springer Science & Business Media. This book was released on 1995-12-31 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: Throughout the Western world, the relationship between gender, science and math ematics has emerged as critical in a variety of contexts. In tertiary institutions, the study of "gender issues", frequently with reference to science and mathematics, is of central significance to many disciplines. Gender studies are being offered as sepa rate courses or parts of existing courses in preservice and postgraduate teacher edu cation, women's studies, technology studies and policy studies. In addition, in the broader context of education at all levels from primary/elementary through to higher, concerned policy-makers and practitioners frequently focus on the interaction of gender, science and mathematics in their attempts to reform and improve education for all students. In all of these contexts, there is an urgent need for suitable texts, both to provide resources for teachers and students and to inform policy-makers and practitioners. This book has been developed specifically to meet this need. It is designed to be used throughout the world in a variety of tertiary courses and by policy-makers concerned with activities which interface with the gender/science/mathematics rela tionship. It provides examples which illustrate vividly the rich field from which practitioners and policy-makers in this area now can draw. Its particular appeal will stem from its practical approach and creative future perspective, the international renown of the authors and the generalisability of the recent research and thinking presented in each of the chapters.
Book Synopsis Gender Differences on International Mathematics Assessment by : Ou Lydia Liu
Download or read book Gender Differences on International Mathematics Assessment written by Ou Lydia Liu and published by VDM Publishing. This book was released on 2009 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: Differential gender performance on math assessment has received continuing attention in the United States. However, research on math gender differences has been thwarted by the lack of rigorous methodology and the lack of generalizable findings. This book, investigates the math gender issue among fifteen-year olds in the U.S, using multi-year data from the Programme for International Student Assessment (PISA), one of the largest international comparison studies. The analyses take advantage of advanced measurement models such as item response models, latent regression models, and mixture models. The results shed light on how various cognitive and noncognitive (i.e., interests, motivation, learning strategies) factors underlie the differential math performance between males and females. This book should be helpful to researchers interested in math gender research and also to researchers interested in the application of advanced measurement models in educational and psychological research.
Book Synopsis Mathematics and Gender by : Elizabeth Fennema
Download or read book Mathematics and Gender written by Elizabeth Fennema and published by Teachers College Press. This book was released on 1990 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited collection describes how the Autonomous Learning Behaviours (ALB) model, formulated by Fennema and Peterson, specifically relates to gender differences in mathematics education, learning and performance. The book provides a background to the debate on gender differences; considers the interactions between internal beliefs and external influences, as well as their effects on learning math; and provides a summary of the latest research relevant to the ALB model. Gender differences in learning mathematics is examined from a variety of perspectives, strengthened by longitudinal studies and a cross-cultural American and Australian perspective..
Book Synopsis Gender Differences in Mathematics by : Ann M. Gallagher
Download or read book Gender Differences in Mathematics written by Ann M. Gallagher and published by Cambridge University Press. This book was released on 2004-12-27 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: Females consistently score lower than males on standardized tests of mathematics - yet no such differences exist in the classroom. These differences are not trivial, nor are they insignificant. Test scores help determine entrance to college and graduate school and therefore, by extension, a person's job and future success. If females receive lower test scores then they also receive fewer opportunities. Why does this discrepancy exist? This book presents a series of papers that address these issues by integrating the latest research findings and theories. Authors such as Diane Halpern, Jacquelynne Eccles, Beth Casey, Ronald Nuttal, James Byrnes, and Frank Pajares tackle these questions from a variety of perspectives. Many different branches of psychology are represented, including cognitive, social, personality/self-oriented, and psychobiological. The editors then present an integrative chapter that discusses the ideas presented and other areas that the field should explore.
Book Synopsis The Gender Differences in Mathematics Achievement in Geometry Using Manipulatives Based Instruction by : Sarah Jean Pon
Download or read book The Gender Differences in Mathematics Achievement in Geometry Using Manipulatives Based Instruction written by Sarah Jean Pon and published by . This book was released on 2013 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: The United States is currently underperforming in mathematics and technology. Many studies have shown differences gender differences for specific learning styles and achievement in math. Other factors, such as math self-concept and societal stereotypes also effect male and female interest and progress in math learning. Additionally, studies have indicated that instructional strategies using manipulatives and targeting spatial ability have improved the math learning of both males and females, specifically in the elementary years. The purpose of this thesis is to examine whether students' gender impacts their math achievement in a Geometry unit, when instruction is designed to tie concrete manipulatives tools to abstract math concepts. vi Sources of Data The research was conducted at a K-6 public school in a suburban area in Yolo County. The subjects included 32 fourth graders with diverse backgrounds from one classroom. The students consisted of 21 boys and 11 girls. All students were given the same instruction, practice and assessment during the Geometry unit. Instruction consisted of manipulatives-based strategies, including model building and manipulatives sorts where students identified and classified shapes based on their characteristics. All participants completed a pre-test, post-test, and post-post-test to analyze the mean growth differences for males and females. Conclusions Reached The data indicated that there was a significant difference in the mean growth for male and female students from the pre-test to post-test in their overall test scores. Male participants had a greater mean score growth for the pre-test to post-test in their composite score. An additional finding was also significant, indicating that females' mean growth from post-test to post-post-test was greater for both the composite score and open-ended question portion of the test.
Book Synopsis Learning and Teaching Early Math by : Douglas H. Clements
Download or read book Learning and Teaching Early Math written by Douglas H. Clements and published by Routledge. This book was released on 2009-04-01 with total page 552 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this important new book for pre- and in-service teachers, early math experts Douglas Clements and Julie Sarama show how "learning trajectories" help teachers become more effective professionals. By opening up new windows to seeing young children and the inherent delight and curiosity behind their mathematical reasoning, learning trajectories ultimately make teaching more joyous. They help teachers understand the varying level of knowledge and thinking of their classes and the individuals within them as key in serving the needs of all children. In straightforward, no-nonsense language, this book summarizes what is known about how children learn mathematics, and how to build on what they know to realize more effective teaching practice. It will help teachers understand the learning trajectories of early mathematics and become quintessential professionals.
Book Synopsis An Evaluation of Gender and Ethnic Differences in Math Performance Through the Application of Curriculum-based Measurement by : Scott D. Larson
Download or read book An Evaluation of Gender and Ethnic Differences in Math Performance Through the Application of Curriculum-based Measurement written by Scott D. Larson and published by . This book was released on 1996 with total page 426 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Gender and Relative-age Differences in Math Fluency Using Curriculum-based Measurement by : Bonnie-Jean Ada Foulds
Download or read book Gender and Relative-age Differences in Math Fluency Using Curriculum-based Measurement written by Bonnie-Jean Ada Foulds and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis School Variability and Associated Factors in Within-school Gender Differences in Mathematics Performance by : Jung-eun Ellie Yun
Download or read book School Variability and Associated Factors in Within-school Gender Differences in Mathematics Performance written by Jung-eun Ellie Yun and published by . This book was released on 2019 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past few decades, education researchers have repeatedly found that male students outperform their female peers on standardized mathematics tests. The attention has turned to factors associated with this phenomenon, with student characteristics and social contexts being a prime focus. Less studied, however, is variability in the magnitude of gender differences in mathematics performance across schools and the impact that school environments might play in this gender difference. The current study seeks to: a) investigate whether differential gender performance exists in a large-scale mathematics assessment and to what extent gender differences vary across schools and b) identify school factors associated with school variability in the size of gender differences in mathematics performance. The current study uses data from the Trends in International Mathematics and Science Study (TIMSS) collected in 2015 from 8th graders and high performing 12th graders in the US. Hierarchical Linear Modeling (HLM) is the main statistical analysis framework for the study. In particular, this study uses a two-level HLM models with students as the level I model unit and schools or teachers as the level II model unit. The results indicate that for students in both 8th and 12th grades, males perform better than females. There was also substantial variability between schools in the size of the gender difference in mathematics performance. School-level HLM analyses indicate several predictors are associated with the within-school gender gap, such as the presence of a mathematics resource shortage, communication among teachers, teacher confidence, and teacher support of student participation. For high performing12th graders, whether teachers felt their school was safe and orderly was associated with the within-school gender gap in mathematics performance. Further analyses using a teacher-level HLM demonstrate that female teachers and teachers under age 30 are more likely to have classes with a wider gender gap in mathematics performance. In addition, and consistent with results from the school-level HLM, teachers who support student participation are more likely to have classes with a smaller gender gap in mathematics performance. Altogether, this study shows the complexity of the within-school gender gap in mathematics performance and suggests the need for future studies.
Book Synopsis Progress Monitoring and Data-Based Decision-Making in Inclusive Schools by : Markus Gebhardt
Download or read book Progress Monitoring and Data-Based Decision-Making in Inclusive Schools written by Markus Gebhardt and published by Frontiers Media SA. This book was released on 2023-05-18 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Psychoeducational Assessment and Report Writing by : Stefan C. Dombrowski
Download or read book Psychoeducational Assessment and Report Writing written by Stefan C. Dombrowski and published by Springer Nature. This book was released on 2020-06-10 with total page 570 pages. Available in PDF, EPUB and Kindle. Book excerpt: The second edition of this textbook provides expanded and updated guidance on the process of psychoeducational assessment and report writing for children in grades K-12. It casts the entire process within a newly proposed evidence-based psychoeducational assessment and report writing framework, and explains how to convey results through detailed, well-written reports. The new edition guides readers, step by step, through the assessment process – collecting data, writing reports, and communicating conclusions – for students with conditions spanning the range of IDEA classifications. Chapters offer a broad understanding of assessment and communication skills as well as the ethical, legal, cultural, and professional considerations that come with psychoeducational evaluation. In addition, chapters significantly expand on the coverage of learning disabilities, autism spectrum, intellectual disabilities, gifted, and other health-impaired and emotional disturbance assessment. The text updates sample reports from the previous edition, offering annotated commentary in the report explaining salient points and major decisions, and incorporates additional report samples to demonstrate fully the assessment and report writing process. Key topics addressed in the revised and expanded edition include: Psychoeducational assessment and report writing in school and clinic settings. Interview formats from various perspectives, including caregivers/parents, teachers, and students. Assessment of culturally and linguistically diverse youth. Assessment of social, emotional, behavioral and mental health difficulties that may affect students’ educational functioning. Common academic difficulties, including reading, writing and mathematics. Common recommendations and accommodations for behavioral, social, emotional, and learning needs. Incorporation of response-to-intervention/curriculum based assessment data into the psychoeducational report. Psychoeducational Assessment and Report Writing, 2nd Edition, is an essential textbook for graduate students as well as researchers, professors, and professionals in child and school psychology, educational assessment, testing, and evaluation, social work, and related disciplines.
Book Synopsis Towards Gender Equity in Mathematics Education by : Gila Hanna
Download or read book Towards Gender Equity in Mathematics Education written by Gila Hanna and published by Springer Science & Business Media. This book was released on 2006-04-11 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt: THE REAL WORLD OF MATHEMATICS, SCIENCE, AND TECHNOLOGY EDUCATION In this Preface, I would like to focus on what I mean by “education” and speak about the models and metaphors that are used when people talk, write, and act in the domain of education. We need to look at the assu- tions and processes that the models and metaphors implicitly and explicitly contain. I feel we should explore whether there is a specific thrust to mat- matics education in the here and now, and be very practical about it. For me education is the enhancement of knowledge and understanding, and there is a strong and unbreakable link between the two. There seems l- tle point in acquiring knowledge without understanding its meaning. Nor is it enough to gain a deep understanding of problems without gaining the appropriate knowledge to work for their solution. Thus knowledge and understanding are each necessary conditions for the process of education, but only when they are linked will the process bear fruit. Only in the b- anced interplay of knowledge and understanding can we expect to achieve genuine education.
