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Mathematics Achievement Of Immigrant Students
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Book Synopsis Mathematics Achievement of Immigrant Students by : Dirk Hastedt
Download or read book Mathematics Achievement of Immigrant Students written by Dirk Hastedt and published by Springer. This book was released on 2016-04-04 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines the mathematics achievement of immigrant students on the basis of data from the IEA Trends in International Mathematics and Science Study (TIMSS). It combines an analysis of large-scale assessment data with an in-depth exploration of policy studies and transforms the insights gained into recommendations on how to promote better education for students with an immigrant background. In a world defined by globalization, education systems face the challenge of providing high-quality education for an increasing number of immigrant students. This book addresses topical questions, such as the circumstances and policies that promote good education, and why some countries are more successful than others in catering for the needs of this very diverse group of students. It provides details on the differences between immigrants and non-immigrants in education, includes case studies on policies of two “successful” countries, and gives hints to policy makers for policies that can help improve the situation for immigrant students in schools.
Book Synopsis Increasing Mathematics Achievement of Mexican Immigrant Students by : Carol J. Kohn
Download or read book Increasing Mathematics Achievement of Mexican Immigrant Students written by Carol J. Kohn and published by . This book was released on 2006 with total page 570 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Immigrant Student Achievement and Education Policy by : Louis Volante
Download or read book Immigrant Student Achievement and Education Policy written by Louis Volante and published by Springer. This book was released on 2018-03-21 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines immigrant student achievement and education policy across a range of Western nations. It is divided into 3 sections: Part 1 introduces the topic of immigrant student achievement and the performance disadvantage that is consistently reported across a range of international jurisdictions. Part 2 then presents national profiles from scholars in ten countries (England, Germany, Italy, Sweden, Finland, Netherlands, Republic of Ireland, Canada, Australia, and New Zealand). These educational jurisdictions were selected because they represent a range of Western nations engaged in large-scale reform efforts geared towards enhancing their immigrant students’ achievement. Each of the national profiles provides a brief overview of the evolution of the cultural composition of their respective school-aged student population; explains the trajectory of achievement results in non-immigrant and immigrant student groups in relation to both national and international large-scale assessment measures; and discusses the effectiveness of policy responses that have been adopted to close the achievement gap between non-immigrant and immigrant student populations. It also examines the relationships between education policies and immigrant student achievement and discusses how education policies have evolved across various cultural contexts. In conclusion, Part 3 analyzes cross-cultural approaches designed to address the performance disadvantage of immigrant students and proposes future areas of inquiry stemming from the national profiles. The book offers insights into a diverse cross-section of nations and policy approaches to addressing the performance disadvantage.
Book Synopsis Mexican American and Mexican Immigrant Adolescents' Academic Achievement in Technology-mediated Mathematics Classrooms by : Phoumy Sayavong
Download or read book Mexican American and Mexican Immigrant Adolescents' Academic Achievement in Technology-mediated Mathematics Classrooms written by Phoumy Sayavong and published by . This book was released on 2003 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Learning Strategies and Their Effects on Mathematics Achievement Among Immigrant and Native Students by : Lingling Ma
Download or read book Learning Strategies and Their Effects on Mathematics Achievement Among Immigrant and Native Students written by Lingling Ma and published by . This book was released on 2009 with total page 446 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis PISA 2009 Technical Report by : OECD
Download or read book PISA 2009 Technical Report written by OECD and published by OECD Publishing. This book was released on 2012-03-27 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: The PISA 2009 Technical Report describes the methodology underlying the PISA 2009 survey. It examines additional features related to the implementation of the project at a level of detail that allows researchers to understand and replicate its analysis.
Book Synopsis What Is the Immigrant Achievement Gap? by : Anabelle Andon
Download or read book What Is the Immigrant Achievement Gap? written by Anabelle Andon and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Immigration is a rapidly-growing global phenomenon. Although many countries devote significant resources to investigate the outcomes of adult immigrants, both governments and researchers have given much less attention to the outcomes of younger immigrants. With this study, I aim to increase our understanding of immigrant student achievement, first through a synthesis of the existing evidence in the form of an extensive literature review, and second, through a quantitative analysis of the so-called 'immigrant achievement gap'. I examine the gap for fourth graders utilizing two cross-national assessments, the Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS) via a multilevel analysis with students nested within schools nested within countries. First, I ask whether or not a gap exists for fourth graders as it has been largely found for older students. Second, I assess whether or not existing literature provides a good guide to explain variability in the gap. Third, I delve deeper into the gap by examining sub-groups of students in order to better understand the achievement of young immigrant students. Finally, I highlight cross-national trends that emerge from the findings, as previous literature has done. I find evidence of an immigrant achievement gap for both mathematics and reading, and that existing literature provides a good skeleton by which to examine the immigrant achievement gap. Contrary to some of the existing literature, I find that the gap is larger in mathematics than in reading. Next, I find that student characteristics are strongly associated with student scores in both mathematics and reading. Findings corroborate research based on adolescent populations which suggests that, in general, students who are native, with native parents, who speak the language of testing, have better educated parents, and are of higher socioeconomic status outperform their counterparts on these standardized academic assessments. Further, I find that the immigrant achievement gap is smaller or non-existent between the highest-achieving immigrant and native students, that there is no gender gap between immigrant boys and girls, that 2nd generation immigrants outperform 1st generation immigrants, and that students who immigrated between the ages of 1-5 outperform their younger and older counterparts in mathematics, suggesting some evidence for the `vulnerable age hypothesis'. I also find evidence which suggests that immigrants attend lower quality schools, that the immigrant achievement gap is largest between the most advantaged immigrant and native students, and that there is no difference in scores among immigrant students when the gap is analyzed by the language students speak at home. Concerning the multilevel analyses, I find few school- and country-level variables predict the immigrant achievement gap significantly. Other than peer effects, no school variables predicted either outcome. Corroborating extant evidence, findings suggest that attending high-achieving schools predicts both outcomes positively and significantly. Concerning the country-level, results indicate that countries with exclusionary policies, non-traditional settlement countries, and countries that attract low-skilled immigrants tend to have larger immigrant achievement gaps. However, only exclusionary/inclusionary policy as a variable was predictive of the outcome and only for the mathematics model. Gross Domestic Product was significant in both models although the coefficient in both instances was zero. This study contributes to the current understanding of young immigrant students' achievement by providing a synthesis of the extant literature as well as by comparing their mathematics and reading outcomes to those of their native counterparts. Although the variables utilized in this study are not all-encompassing of the extensive factors that have an effect on immigrant student achievement, they do provide a well-defined picture of what is associated with mathematics and reading outcomes. This study illuminates the current understanding of a number of dimensions for young immigrants - incoming resources, race/ethnicity, gender, student attitudes, and host culture variables (e.g., institutional- and school-related variations). It corroborates many of the findings from literature based on adolescent populations, suggesting cross-national trends that span a wide age range. However, dissimilar results also suggest that fourth-grade immigrants' academic success is associated with influences that are different than those of adolescent immigrants on several dimensions. Many limitations of this study spur from the focused definition of who is an immigrant, which is only based on country of birth, and as such limits the generalizability of the conclusions. Further, the use of secondary data limits the range of variables that can be tested in the model and therefore excludes many factors that may be considered essential to include in statistical models predicting student achievement.
Book Synopsis PISA Where Immigrant Students Succeed A Comparative Review of Performance and Engagement in PISA 2003 by : OECD
Download or read book PISA Where Immigrant Students Succeed A Comparative Review of Performance and Engagement in PISA 2003 written by OECD and published by OECD Publishing. This book was released on 2006-05-12 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing on data from the PISA 2003 survey, this report examines the performance of students with immigrant backgrounds and compares it to that of their native counterparts.
Book Synopsis The Influence of Foreign-born Population on Immigrants' Academic Achievement by : Florencia Silveira
Download or read book The Influence of Foreign-born Population on Immigrants' Academic Achievement written by Florencia Silveira and published by . This book was released on 2018 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: Scholars have linked multiple background characteristics to academic achievement; among these are student SES and race/ethnicity. A largely understudied student characteristic in relation to academic achievement is student immigrant status. I contextualize this relationship by considering a macro social setting: country-level foreign-born population. To do this, I examine mathematics achievement from the 2015 PISA assessment in 41 high-income countries. Using mixed-effects modeling, I examine student- and country-level factors and their effects on mathematics achievement. I use within- and cross-level interactions to examine the relationship between 1) immigrant status and student SES and between 2) immigrant status and foreign-born population. To examine the relationship between student immigrant status and student SES and between immigrant status and foreign-born-population, I use within- and cross-level interactions. My findings indicate that immigrant students perform similarly to native-born students when considering other contextual factors at the student-, school-, and country- levels. Furthermore, SES moderates the effect of immigrant status, with second-generation immigrants exhibiting a smaller achievement gain with increased SES. Additionally, everyone – immigrants and non-immigrants alike – benefits from higher foreign-born population rates, suggesting that immigration is advantageous for all students.
Book Synopsis Translated Mathematics by : Lisa M. Jilk
Download or read book Translated Mathematics written by Lisa M. Jilk and published by . This book was released on 2007 with total page 470 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Achievement Levels Among Foreign-born and Native-born Mexican American Students by : David P. Baral
Download or read book Achievement Levels Among Foreign-born and Native-born Mexican American Students written by David P. Baral and published by . This book was released on 1977 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Mathematics Learning Experiences of Four Immigrant Students by : Mark Bateman
Download or read book The Mathematics Learning Experiences of Four Immigrant Students written by Mark Bateman and published by . This book was released on 1997 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Goal Orientations and Adolescent Mathematics Achievement by : Tran Dang Keys
Download or read book Goal Orientations and Adolescent Mathematics Achievement written by Tran Dang Keys and published by . This book was released on 2013 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: Motivation is a fundamental educational challenge for adolescents in the United States, and particularly for immigrant youth. The motivation to achieve, especially in mathematics, declines during adolescence. Most of what is known about motivation is based on studies of predominately middle-class White students; yet the influx of immigrants over the past forty years, particularly from Latin America and Asia, speaks to the increasing importance of achievement among immigrant youth in the U.S. school system and society at large, underscoring the need to understand the motivation to achieve among immigrant youth and its relation to academic achievement. This dissertation examines the association between motivation (i.e., personal goal orientations of mastery, performance-approach, and performance-avoidance) and mathematics achievement among approximately 2,000 7th and 8th grade students, predominantly of Mexican and Vietnamese heritage, from one low-income urban school district in California. A lagged dependent variable regression model with classroom fixed effects is used to minimize biases arising from non-random assignment of teachers and students to schools and classrooms. Study 1 examines the association between students' goal orientations and achievement, as measured by a state standardized assessment. Although all three goal orientations correlate with mathematics achievement, only a mastery goal orientation consistently predicts achievement after controlling for a full set of prior achievement and demographic controls. Study 2 adds nuance to the relationship between goal orientations and achievement with a focus on ethnicity and gender. First, I examine the predictors of the three goal orientations with a focus on mastery motivation. Ethnicity is not associated with mastery motivation--Vietnamese students do not have a motivation advantage over Hispanic students. Gender is associated with mastery motivation, with males less likely than females to be mastery oriented. Additionally, males--particularly Hispanic males--are more performance-avoidant than Hispanic females. Second, the differential effects of goal orientations for students with varying socio-demographic characteristics suggest that the relationship between goal orientations and mathematics achievement are not the same for all students. There is a positive association between mastery goal orientation and achievement for Vietnamese students but not Hispanic students; however, no differential effects are found with performance goals.
Book Synopsis Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students by : Keengwe, Jared
Download or read book Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students written by Keengwe, Jared and published by IGI Global. This book was released on 2019-06-14 with total page 454 pages. Available in PDF, EPUB and Kindle. Book excerpt: Standardized tests have been selected as a key assessment factor in expanding the academic achievement of the national student population. However, these tests position immigrant students at the risk of academic failure, leading education experts to search for new strategies and teaching models. The Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students is a critical research publication that focuses on research-based pedagogical practices for teaching immigrant students. Edited by a prominent IGI Global editor, this book examines the latest professional development models and assessment practices of English learners (ELs). Covering essential topics such as second language acquisition (SLA), classroom management, teacher education, refugee resettlement programs, and more, this publication is a valuable resource for academicians, professionals, researchers, administrators, faculty, and classroom teachers as the social and academic needs of English language learners continue to present a challenge for many schools and teachers.
Book Synopsis The Mathematics Learning Experiences of Four Immigrant Students by :
Download or read book The Mathematics Learning Experiences of Four Immigrant Students written by and published by . This book was released on 1997 with total page 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 Examining the Impact of Mathematics Motivation on Achievement and Course-taking Behaviors of Low-income Hispanic and Asian Immigrant Youth by : Nayssan Safavian
Download or read book Examining the Impact of Mathematics Motivation on Achievement and Course-taking Behaviors of Low-income Hispanic and Asian Immigrant Youth written by Nayssan Safavian and published by . This book was released on 2013 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: The effects of a rigorous mathematics curriculum on the probability of attending and graduating from college are well established (Laird, Cataldi, KewalRamani, & Chapman, 2008; Rose & Betts, 2001). When students are motivated, they invest more time on educational tasks, take more rigorous courses, and set high educational and occupational aspirations (Eccles et al., 1983; Eccles, Wigfield, & Schiefele, 1998; Wang, Eccles, & Kenny, 2013). One way to understand course-taking behavior and achievement is to use a motivational framework that is designed to explain these phenomena. My dissertation uses the Eccles et al. (1983) Expectancy - Value framework to examine the longitudinal associations between motivation and mathematics participation and performance with Hispanic and Asian youth. This study was designed with the intent of augmenting the research on adolescent achievement motives with understudied low- income immigrant and minority populations that are reflective of the growing diversity in current California high schools. First, I address the variability in mathematics participation and performance; second, I address the variability in adolescents' mathematics motivation; and third, I address whether motivation predicts participation, performance, and high school success. When it comes to mathematics, findings indicate that differences in students' motivations and achievement vary as a function of the measure of success as well as the composition of the population (i.e., by gender, ethnicity, and gender by ethnicity). In terms of mathematics participation and performance, females demonstrate an advantage in mathematics course-taking, advanced course-taking, and high school success (i.e., graduation and college eligibility). However, Hispanic students trailed their Asian schoolmates on both performance and participation outcomes. In regards to motivations for mathematics, results indicated higher interest in mathematics among males and higher cost values among females. As a group, Asians reported higher mathematics attainment value than their Hispanic peers. Expectancy, interest, utility, and cost values were invariant across Hispanic and Asian students. Expectancy - Value beliefs were associated with participation, performance, and high school success. For Hispanic males in particular, expectancy for success was a consistent and positive predictor of outcomes--course-taking, course grades, as well as increased likelihood of advanced course-taking and high school graduation. High attainment value and reduced cost were also associated with increased course-taking and an increased likelihood of high school graduation among Hispanic females. Interest value was a consistent and positive predictor of performance for Hispanic and Asian students, the only predictor of advanced course-taking (and specifically, only for Hispanic and Asian males), and was positively associated with increased odds of college eligibility among Asians. Cost was negatively associated with cumulative course grades, as well as with the likelihood of graduation and college eligibility among Hispanic females. Several noteworthy conclusions emerged in response to these findings: the importance of examining achievement in multiple ways; the importance of examining gender by race-ethnic interactions and its implications for conclusions derived about both motivation and achievement; and lastly, the implications of researching subjective task value unidimensionally across groups. Identified differentiations in achievement (whether measured by participation, performance, or more global indicators of attainment) across Hispanic and Asian, males and females, highlight the need to examine achievement in multiple ways. Without sensitivity to these elements (i.e., observing achievement unidimensionally and/or as aggregates of gender or race-ethnic groupings) important information would be missed. Additionally, measuring task value as a monolithic construct (as done in previous literature), or alternatively, examining only interest, attainment, and utility, while excluding costs (as is often is the case in the motivation literature) would have missed some of these important and informative associations between values and achievement.
