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The Effect That Improved Teaching Techniques Will Have On Student Achievement In First Year Algebra Of The Marengo County Training School Thomaston Alabama
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Book Synopsis The Effect that Improved Teaching Techniques Will Have on Student Achievement in First Year Algebra of the Marengo County Training School, Thomaston, Alabama by : Mary A. Jones Grubbs
Download or read book The Effect that Improved Teaching Techniques Will Have on Student Achievement in First Year Algebra of the Marengo County Training School, Thomaston, Alabama written by Mary A. Jones Grubbs and published by . This book was released on 1963 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Master's Theses in Education by : T. A. Lamke
Download or read book Master's Theses in Education written by T. A. Lamke and published by . This book was released on 1964 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching Practices and Student Achievement by : Stephen P. Klein
Download or read book Teaching Practices and Student Achievement written by Stephen P. Klein and published by Rand Corporation. This book was released on 2000 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: In our increasingly technological society, improving students' performance in mathematics and science has become a critical challenge. During the 1990s, the National Science Foundation funded a series of Systemic Initiatives designed to change the way these subjects are being taught in schools throughout the country. These initiatives sought to align all aspects of the educational system in support of ambitious curriculum and performance standards, with particular emphasis on teacher training and professional development to promote effective changes in instructional practice. States, urban school districts, and consortia designed programs to implement reforms that were consistent with NSF's goals, and in 1996, RAND undertook a study to investigate the relationships between student achievement in mathematics and science and the use of these new instructional practices. The authors examined six sites that were implementing systemic reforms during the 1996-97 school year, and a similar set of sites during the 1997-98 school year. This report presents the results of theiranalysis of data from the first year of the study. The findings provide some (albeit weak) support for the hypothesis that the reform instructional practices are associated with improved student achievement in both mathematics and science. However, as with most large-scale field studies, there are many factors that may have artificially increased or decreased the observed effect sizes. Nevertheless, the consistency of the results across sites is encouraging. Data from the second year of the study will provide additional evidence to aid in the interpretation of these findings.
Book Synopsis Study of the Effect of Student Achievement of Two Methods of Teaching First Year Algebra by : James Gray
Download or read book Study of the Effect of Student Achievement of Two Methods of Teaching First Year Algebra written by James Gray and published by . This book was released on 1969 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Negro Education by : United States. Office of Education
Download or read book Negro Education written by United States. Office of Education and published by . This book was released on 1917 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of a Continuous-review Approach to Teaching Algebra Upon Student Achievement by : Thomas James Smith
Download or read book The Effect of a Continuous-review Approach to Teaching Algebra Upon Student Achievement written by Thomas James Smith and published by . This book was released on 1987 with total page 674 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Student Math Achievement and Teachers Utilizing a Process Involving Interim Instructional Assessments by : Douglas B. Greer
Download or read book The Relationship Between Student Math Achievement and Teachers Utilizing a Process Involving Interim Instructional Assessments written by Douglas B. Greer and published by . This book was released on 2019 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to recent national and state level assessments, only about one-third of Michigan students are proficient in secondary math. Previous studies have been inconsistent in demonstrating the impact of an interim assessment process on student achievement, especially with high school mathematics. Moreover, previous studies were not found to utilize Hierarchical Linear Models (HLM) to test such a relationship, especially a three level HLM that links secondary students to a primary math teacher. Therefore, the purpose of my study was to ascertain the extent to which math teachers utilized an interim instructional assessment (IIA) process within middle and high schools, and how such utilization levels connected to student achievement. Another purpose was to ascertain the role that the intensity of teacher training had on the levels of utilization within these schools. This quantitative study focuses on how the levels of implementation of the IIA process relate both to levels of teacher training and math achievement of secondary students. The sample included 13,494 students nested within 165 teachers and 35 middle or high schools. The first two research questions examine the variation of the data and the relationship between levels of teacher training and seven research-based components of the IIA process. The final research question examines the relationship between seven components of the IIA process and the student achievement in secondary math. The data analysis reveals differences at the teacher level across the region regarding their utilization of the IIA Process, as well as differences among the student-level math achievement data provided by the state. Such differences were found to have a positive relationship (0.25*) between regional training and higher, self-reported practices of utilizing interim assessments in the classroom. The analysis also shows a positive relationship (0.11**) between growth in student achievement on the state assessment and interim assessment utilization such that a teacher with a lower IIA Process score of 2.8 would expect the students to have an average z-score of 0.09 on the state math test. Whereas a similar teacher with a higher IIA Process score of 5.4 would expect the students to have an average z-score of 0.37 on the state math test. Likely the greatest implication to educational leaders is the impact teachers have on student learning even when controlling for at-risk factors such as poverty. This is evident in the positive relationship between the growth in student math achievement and some of the individual components, in particular, those related to professional learning communities (assessment design, data analysis, supportive structures and relationships) and those related to high impact instruction (student discourse and distributed practice). Educational leaders would want to assess how their school utilizes interim instructional assessments that follow the scope and sequence of instruction and the structures in place to allow for data analysis within a collaborative environment. In other words, those who collaborate around assessment results seem to have a greater impact on student learning. In addition to teachers talking with each other, this research supports the notion that students learn better when talking with each other as well.
Book Synopsis The Effects of an Integrated Algebra 1/physical Science Curriculum on Student Achievement in Algebra 1, Proportional Reasoning and Graphing Abilities by : Lettie Carol Lawrence
Download or read book The Effects of an Integrated Algebra 1/physical Science Curriculum on Student Achievement in Algebra 1, Proportional Reasoning and Graphing Abilities written by Lettie Carol Lawrence and published by . This book was released on 1997 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Achievement Effects of Four Early Elementary School Math Curricula by : Roberto Agodini
Download or read book Achievement Effects of Four Early Elementary School Math Curricula written by Roberto Agodini and published by . This book was released on 2009 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this large-scale, national study is to determine whether some early elementary school math curricula are more effective than others at improving student math achievement, thereby providing educators with information that may be useful for making adequate yearly progress (AYP). This report presents results from the first cohort of first grade in 39 schools participating in the evaluation during the 2006-2007 school year, with the goal of determining the relative effects of different early elementary math curricula on student math achievement in disadvantaged schools. The report also examines whether curriculum effects differ for student subgroups in different instructional settings. A competitive process was used to select four curricula Investigations in Number, Data, and Space; Math Expressions; Saxon Math; and Scott Foresman-Addison Wesley Mathematics) that represent many of the approaches used to teach elementary school math in the United States. An experimental design randomly assigned schools in each participating district to the four curricula, setting up an experiment in each district. The relative effects of the curricula were calculated by comparing math achievement of students in the four curriculum groups. Hierarchical linear modeling (HLM) techniques were used to conduct statistical tests to assess the significance of all the results. Curriculum implementation findings include: (1) All teachers received initial training from the publishers and 96 percent received follow-up training; combined training varied by curriculum and ranged from 1.4 to 3.9 days; (2) Nearly all teachers reported using their assigned curriculum as their core math curriculum and about a third reported supplementing their curriculum with other materials; (3) Eighty-eight percent of teachers reported completing at least 80 percent of their assigned curriculum; and (4) On average, Saxon Math teachers reported spending one more hour on math instruction per week than did teachers of the other curricula. Achievement findings include: (1) Student math achievement was significantly higher in schools assigned to Math Expressions and Saxon Math, than in schools assigned to Investigations in Number, Data, and Space and Scott Foresman-Addison Wesley Mathematics; and (2) Math achievement in schools assigned to the two more effective curricula was not significantly different, nor was math achievement in schools assigned to the two less effective curricula. Another 71 schools joined the study during the 2007-2008 school year and curriculum implementation occurred in both the first and second grades in all participating schools. A follow-up report is planned that will present results based on all 110 schools participating in the evaluation, and for both the first and second grades. The study also is supporting curriculum implementation and data collection during the 2008-2009 school year in a subset of schools, in which implementation will be expanded to the third grade. A third report is planned that will present those results. Four appendixes are included; (1) Data Collection and Response Rates; (2) Teacher-Reported Frequency of Implementing Other Curriculum-Specific Activities; (3) Glossary of Curriculum-Specific Terms; and (4) Constructing the Analysis Samples and Estimating Curriculum Effects. (Contains 66 footnotes, 10 figures and 43 tables.) A table of acronyms is included. [For Executive Summary of this report, see ED504419.].
Book Synopsis Evaluating Math Recovery by : Thomas Smith
Download or read book Evaluating Math Recovery written by Thomas Smith and published by . This book was released on 2010 with total page 9 pages. Available in PDF, EPUB and Kindle. Book excerpt: The authors' goal was to evaluate the potential of Math Recovery (MR), a pullout, one-to-one tutoring program that has been designed to increase mathematics achievement among low-performing first graders, thereby closing the school-entry achievement gap and enabling participants to achieve at the level of their higher-performing peers in the regular mathematics classroom. Specifically, the research questions were as follows: (1) Does participation in MR raise the mathematics achievement of low performing first-grade students?; (2) If so, do participating students maintain the gains made in first grade through the end of second grade? The two-year evaluation of Math Recovery was conducted in 20 elementary schools (five urban, ten suburban and five rural), representing five districts in two states. Students were selected for participation at the start of first grade based on their performance on MR's screening interview and follow-up assessment interview. The authors recruited 18 teachers to receive training and participate as MR tutors from the participating districts--all of whom had at least two years of classroom teaching experience. The findings of this study have theoretical, practical, and policy significance. Practically, the positive causal effect of MR tutoring demonstrates that programs that are diagnostic rather than scripted in nature can overcome fidelity concerns and have an impact on student early mathematics performance. Theoretically, the findings indicate that investing in tutors' knowledge of student reasoning and pedagogical content knowledge can pay off in terms of improvement in student's mathematical learning, particularly if tutors use carefully designed tools such as the MR Learning and Instructional Frameworks that codify and schematize this knowledge. With regard to policy, the authors' finding that the MR program can reduce some of the pre-K mathematics achievement gap provides an initial indication that the cost of the program per student might be justified, although further work is needed to understand why initial gains made by participants appear to diminish after tutoring ends. It is possible that the forms of arithmetic reasoning that MR develops needs to be further supported in the regular classroom to see the full benefit of this form of tutoring. Longitudinal studies that track MR students and their initially higher performing peers until the end of elementary school are needed to address this question adequately.
Book Synopsis Affluence and Influence by : Dixie Friend Abernathy
Download or read book Affluence and Influence written by Dixie Friend Abernathy and published by . This book was released on 2009 with total page 263 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study analyzed the impact of school poverty levels on variances in elementary math achievement and preparation-based teacher effects. The research was conducted using data from the Gaston County School District, the seventh largest district in North Carolina with over 32,000 students and 2,000 teachers. For this study, math achievement was determined as the mean academic change, or achievement growth, for each class of students assigned to a particular math teacher. Using an Analysis of Variance (ANOVA) this study examined whether significant differences in student math achievement existed when comparing levels of teacher experience, teacher education, and National Board certification. Factorial analyses were utilized in order to determine any effect from school socioeconomic level. Results of this study determined that the impact of teacher experience on student math achievement is significant, influencing 5% of the variance in a student's math achievement growth. The variance in this teacher experience effect was determined to be most significant when comparing teachers with 0-3 years of experience to teachers with 10 or more years of experience. Based on the results of this research, it was concluded that teacher education level has no significant impact on student math achievement. This study also determined that National Board certification does have a significant impact on student math achievement, with a small effect size influencing 3% of the variance in student math achievement. When these same three teacher effects were analyzed along with school socioeconomic levels, there were no interaction effects that were found to be significant. In analyzing main effects in these two-way analyses, the main effect of teacher experience, when crossed in a factorial analysis with school socioeconomic level, was determined to retain its significant impact on student math achievement, with the significant variance focused on the differences between teachers with 0-3 years of teaching experience and teachers with 10 or more years of experience. The main effects of teacher education and school socioeconomic level were determined to have no significant impact on student achievement. The main effect of National Board certification was determined to have no significant impact, while the main effect of school socioeconomic level, when considered crossed with National Board certification, was determined to have an impact on student math achievement. In recognizing teacher experience and National Board certification as significant teacher effects, this research provided the foundation for a compelling educational discussion regarding effective teachers and student learning. In addition, this research has substantiated the belief that significant proportions of variation in student achievement lies within schools rather than between schools.
Book Synopsis A Study of the Impact of Metacognitive Prompting on Student Achievement in Developmental Algebra by : Emily Sulaine Babusa
Download or read book A Study of the Impact of Metacognitive Prompting on Student Achievement in Developmental Algebra written by Emily Sulaine Babusa and published by . This book was released on 2014 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reforms in mathematics education have called for instruction that promotes sense making of mathematical concepts. One instructional strategy to encourage sense making is metacognitive prompting. A mixed methods action research study was implemented in one section of developmental algebra taught by the researcher. The purpose of the research was to determine the impact of metacognitive prompting on student achievement in this class. Gains between a pretest and posttest of Unit 2 served as the control. The third unit of course material was taught using metacognitive prompting, and gains between the pretest and posttest of Unit 3 served as the experimental group. It was hypothesized that student use of metacognitive strategies would increase student achievement. An ANCOVA was performed comparing the gains of Unit 2 to those of Unit 3 at the .05 significance level, but there was not sufficient evidence to indicate a significant difference in gains. An independent samples t test was used to determine whether the Unit 3 exam scores of the researched section were significantly higher than the Unit 3 exam scores of previous sections of this course. A positive growth was noted, though it was not statistically significant, t = 1.761, p = .085. There was, however, a significant increase in student use of metacognitive strategies, t = 2.198, p = .043.
Book Synopsis Ability-Tracking, Instructional Time, and Better Pedagogy by : Kalena E. Cortes
Download or read book Ability-Tracking, Instructional Time, and Better Pedagogy written by Kalena E. Cortes and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: One of the most controversial educational practices among American public schools is the use of ability-tracking of students. Over the years, tracking has received harsh criticism. In fact, policymakers have launched initiatives to discourage tracking across the nation, and started recommending districts place students with different ability levels in the same classrooms (Wheelock 1992). Opponents argue that tracking not only fails to benefit students, but in racially integrated schools, low-track classes have an overrepresentation of minority students. Supporters of the gifted and talented programs maintain that heterogeneous classes inhibit bright students from learning, and that bright students only languish in mixed ability classes.
Book Synopsis Accredited Secondary Schools in the United States by : Margaret J. S. Carr
Download or read book Accredited Secondary Schools in the United States written by Margaret J. S. Carr and published by . This book was released on 1930 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The History of Jericho, Vermont by : Jericho, Vt. Historical committee
Download or read book The History of Jericho, Vermont written by Jericho, Vt. Historical committee and published by . This book was released on 1916 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Low Cost Site Preparation by : Daniel H. Sims
Download or read book Low Cost Site Preparation written by Daniel H. Sims and published by . This book was released on 1989 with total page 2 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Women of the West written by Max Binheim and published by . This book was released on 1928 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:
