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The Effects Of A Standards Based Mathematics Curriculum On The Self Efficacy And Academic Achievement Of Previously Unsuccessful Students
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Book Synopsis The Effects of a Standards-based Mathematics Curriculum on the Self-efficacy and Academic Achievement of Previously Unsuccessful Students by : Cindy Chesley Shaw
Download or read book The Effects of a Standards-based Mathematics Curriculum on the Self-efficacy and Academic Achievement of Previously Unsuccessful Students written by Cindy Chesley Shaw and published by . This book was released on 2009 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 Studies in Mathematical Thinki. This book was released on 2008 with total page 185 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 Effects of Curriculum-based Measures on Elementary Math Achievement by : George Bickert
Download or read book The Effects of Curriculum-based Measures on Elementary Math Achievement written by George Bickert and published by . This book was released on 2011 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: The No Child Left Behind Act of 2001 has had significant ramifications across public education. Due to reporting mandates, schools and districts are being held publicly accountable for the academic performance and progress of all students. Since implementation of the law, much attention has been focused on the "achievement gap," that is, any differences in performance between groups of students. Students associated with the achievement gap typically come from certain demographics: minorities, low-income families, students with disabilities, and students with limited English proficiency (English Language Learners). The purpose of this study was to examine the effect of using curriculum-based measures (CBMs) on math achievement, particularly ELL students. Eight elementary schools in northwestern New Mexico, divided into two groups (control and experimental) of four schools each, used the same state-approved, core math curriculum, were compared using a quasi-experimental research design. In addition to the regular core curricular materials, the experimental schools were provided with weekly CBMs, containing sample questions developed from the state's performance standards. Each weekly CBM included at least one question from each of the five broad math strands: number and operations, algebra, geometry, measurement, and data and probability. Fourth (N = 283) and fifth grade (N = 294) students who had continuous enrollment for the duration of the experiment served as subjects. Successive regular administrations of the New Mexico Standards Based Assessment math subtest served as the pre- and posttest measures. Analysis of covariance tests, with the pretest as the covariate, revealed no significant treatment effects for either the fourth or fifth grade students through the use of CBMs as a supplement to the core math curriculum. The significant effects, supported by previous research, were the school and, especially, the teacher for both grades. In this study, the effects of the classroom teacher were of more importance to student achievement than either the school a child attended or what curriculum program or process a given school employed.
Book Synopsis Using Mathematics Curriculum Based Measurement as an Indicator of Student Performance on State Standards by : Linda D. Hall
Download or read book Using Mathematics Curriculum Based Measurement as an Indicator of Student Performance on State Standards written by Linda D. Hall and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Math skills are essential to daily life, impacting a person's ability to function at home, work, and in the community. Although reading has been the focus in recent years, many students struggle in math. The inability to master math calculation and problem solving has contributed to the rising incidence of student failure, referrals for special education evaluations, and dropout rates. Studies have shown that curriculum based measurement (CBM) is a well-established tool for formative assessment, and could potentially be used for other purposes such as a prediction of state standards test scores, however to date there are limited validity studies between mathematics CBM and standard-based assessment. This research examined a brief assessment that reported to be aligned to national curriculum standards in order to predict student performance on state standards-based mathematics curriculum, identify students at-risk of failure, and plan instruction. Evidence was gathered on the System to Enhance Educational Performance Grade 3 Focal Mathematics Assessment Instrument (STEEP3M) as a formative, universal screener. Using a sample of 337 students and 22 instructional staff, four qualities of the STEEP3M were examined: a) internal consistency and criterion related validity (concurrent); b) screening students for a multi-tiered decision-making process; c) utility for instructional planning and intervention recommendations; and d) efficiency of administration, scoring, and reporting results which were the basis of the four research questions for this study. Several optimized solutions were generated from Receiver Operator Curve (ROC) statistical analysis; however none demonstrated that the STEEP3M maximized either sensitivity or specificity. In semi-structured interviews teachers reported that they would consider using the STEEP3M, however only as a part of a decision-making rubric along with other measures. Further, teachers indicated that lessons are developed before the school year starts, more in response to the sequence of the state standards than to students' needs. While the STEEP3M was sufficiently long enough for high-stakes or criterion-referenced decisions, this study found that the test does not provide sufficient diagnostic information for multi-tiered decision-making for intervention or instructional planning. Although practical and efficient to administer, the conclusions of this study show the test does not provide sufficient information on the content domain and does not accurately classify students in need of assistance.
Book Synopsis The Impact of a Standards-based Curriculum and Teaching Practices on Students' Mathematics Achievement by :
Download or read book The Impact of a Standards-based Curriculum and Teaching Practices on Students' Mathematics Achievement written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The impact of a standards-based curriculum and teaching practices on students' mathematics achievement.
Book Synopsis The Effects of an Intervention on Students' Math Self-efficacy, Practices, and Achievement by : Melinda K. Ensinger
Download or read book The Effects of an Intervention on Students' Math Self-efficacy, Practices, and Achievement written by Melinda K. Ensinger and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The work of teaching mathematics is ever-changing. Amidst changes in pedagogy, curricula, and standards, what is most important is the belief that students can achieve high levels of math. Mathematical attainment is related to positive math self-efficacy and the use of mathematical practices. This experimental design study aimed to analyze the effects of a six-week intervention on students’ math self-efficacy, practices, and achievement in grades four through six. The following research questions guided the study: RQ1. What effect does the intervention have on students’ math self-efficacy? RQ2. What effect does the intervention have on students’ math practices? RQ3. What effect does the intervention have on students’ math achievement? RQ4. What other student variables moderate the effects of the intervention (i.e., gender, grade level, teacher)? Study results indicated that students in the intervention group reported higher than average gains on the MSE and the SMP than the control group. However, the higher gains on these two measures were not statistically significant. Additionally, the control group’s average increase on the STAR math assessment was higher than the intervention groups but also not statistically significant. These findings provide a practical application for teachers to improve students’ math self-efficacy but suggest additional studies to expand the body of research and the potential benefits of such interventions to math education, teachers, and students alike.
Book Synopsis The Impact of Student Self-beliefs and Learning Behaviors on Mathematics Achievement for Nontraditional Students in an Online Charter High School by : Nathan Andrew Hawk
Download or read book The Impact of Student Self-beliefs and Learning Behaviors on Mathematics Achievement for Nontraditional Students in an Online Charter High School written by Nathan Andrew Hawk and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of a high school diploma continues to increase. Still, certain student at-risk factors have been identified across the research literature that negatively impact likelihood to finish school and may increase prevalence of school dropout. That is, for students identified as at-risk, more maladaptive profiles of risk factors often lead to lower academic performance. However, these risk factors are typically non-adaptive, stable constructs endemic of prior experiences or external family-focused factors often uncontrolled by students; as such, transforming student achievement just by addressing this risk-performance relationship is insufficient. This study targeted this limitation by focusing on virtual learning environments. In online virtual-based learning, several important variables more amenable to change are posited to be important for student success in this study. These include mathematics self-efficacy, technology self-efficacy for online learning, and effective time management planning and monitoring. Combining these adaptive student personal characteristics with risk factors, the purpose of this study was to examine the relationship between student at-risk factors and mathematics achievement in the context of one online charter high school. Further, the study examined how student personal characteristics, which are often amenable to change and intervention, impact the relationship between risk and mathematics achievement. Using multiple linear regression, this study explored how at-risk factors interacted with student personal characteristics to influence mathematics achievement. Thus, the priority was to interpret the statistical mechanisms by which these student personal characteristics influenced the risk to achievement relationship. Results show that student performed at an average level in their Algebra 1 course. Further, students’ age, likely coinciding with the grade level they took the courses negatively and significantly predicted course grade. This result suggests that when students take the course, when they take it for the first time, or if they repeat the course, has a significant impact of the course achievement outcomes. Additionally, domain-specific self-efficacy in mathematics contributed most to course grade among the hypothesized moderators. Finally, the impact of family socioeconomic status (SES) on course grade was conditioned on level of one’s self-efficacy or time management. In general, more adaptive levels of one of the moderators lessened the impact of SES. On the other hand, while not significant, the conditional effect of the moderators on the relationship between parental involvement to course grade generally showed that higher levels of the moderators amplified this impact. This inquiry aims to enhance our understanding of the learning context in high school online learning, seeking to improve our awareness of critical and personal online learning factors that positively impact at-risk students’ online learning experience and achievement. Results of this study have important significance to high school virtual leaning in the mathematics classroom. The results show that when students have more adaptive self-efficacy or study behavior profile, impacts of prior family-based academic risk factors on achievement are lessened or positively strengthened. For virtual schools moving forward, teachers and administrators should consider ways to strengthen students’ self-efficacy and build programs to teach students about important learning behaviors, such as time management strategies.
Book Synopsis The Impact of Curriculum Changes and Implementation of Secondary Mathematics Georgia Performance Standards on Teacher Self-efficacy by : John Phillip Ramsey
Download or read book The Impact of Curriculum Changes and Implementation of Secondary Mathematics Georgia Performance Standards on Teacher Self-efficacy written by John Phillip Ramsey and published by . This book was released on 2012 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 764 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Standards-based Instruction on the Mathematics Achievement of Third, Fourth, and Fifth Grade Students by : Susan Armbruster
Download or read book The Effects of Standards-based Instruction on the Mathematics Achievement of Third, Fourth, and Fifth Grade Students written by Susan Armbruster and published by . This book was released on 1999 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Evaluative Feedback on Math Self-efficacy, Grade Self-efficacy, and Math Achievement of Ninth Grade Algebra Students: A Longitudinal Approach by : Deborah June Burnett Thompson
Download or read book Effects of Evaluative Feedback on Math Self-efficacy, Grade Self-efficacy, and Math Achievement of Ninth Grade Algebra Students: A Longitudinal Approach written by Deborah June Burnett Thompson and published by . This book was released on 2007 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: The double-blind study used two intact ninth grade high school Algebra One classes for a total sample size of 46. Within each of the classes the participants were assigned randomly to one of three treatment groups: self-referenced feedback, social-referenced feedback, and a control group. Self-referenced feedback compared the student's performance to his or her previous performances. Social-referenced feedback compared the student's performance to that of the other students in the class. The control group did not receive comparative feedback but innocuous comments such as "study your notes before class."
Book Synopsis Developing Standards-Based Report Cards by : Thomas R. Guskey
Download or read book Developing Standards-Based Report Cards written by Thomas R. Guskey and published by Corwin Press. This book was released on 2010 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing a clear framework, this volume helps school leaders align assessment and reporting practices with standards-based education and develop more detailed reports of children's learning and progress.
Book Synopsis Journal of Developmental Education by :
Download or read book Journal of Developmental Education written by and published by . This book was released on 2017 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Implementation of Social and Emotional Learning Interventions in Applied Settings: Approaches to Definition, Measurement, and Analysis by : Stephanie M. Jones
Download or read book Implementation of Social and Emotional Learning Interventions in Applied Settings: Approaches to Definition, Measurement, and Analysis written by Stephanie M. Jones and published by Frontiers Media SA. This book was released on 2023-10-06 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Current Index to Journals in Education by :
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2000-04 with total page 1200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Innovations and Technologies in Science/STEM Education: Opportunities, Challenges and Sustainable Practices by : Wang-Kin Chiu
Download or read book Innovations and Technologies in Science/STEM Education: Opportunities, Challenges and Sustainable Practices written by Wang-Kin Chiu and published by Frontiers Media SA. This book was released on 2024-04-01 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: In our digital era, harnessing innovations and emerging technologies to support teaching and learning has been an important research area in the field of education around the world. In science/STEM education, technologies can be leveraged to present and visualize scientific theories and concepts effectively, while the development of pedagogic innovations usually requires collective, inter-disciplinary research efforts. In addition, emerging technologies can better support teachers to assess students’ learning performance in STEM subjects and offer students viable virtual environments to facilitate laboratory-based learning, thereby contributing to sustainable development in both K-12 and higher education.
Book Synopsis Rigor in the RTI and MTSS Classroom by : Barbara R. Blackburn
Download or read book Rigor in the RTI and MTSS Classroom written by Barbara R. Blackburn and published by Routledge. This book was released on 2018-04-09 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this new book, bestselling author Barbara R. Blackburn and intervention expert Bradley S. Witzel show you how to develop rigorous RTI and MTSS programs that will support students and lead them to lasting success. Written in a clear, engaging style, Rigor in the RTI and MTSS Classroom combines an in-depth discussion of the issues facing at-risk and learning-disabled students with practical strategies for all teachers. You’ll discover how to: Improve academic and social-emotional performance with scaffolding and demonstration of learning techniques; Establish and teach class rules, expectations, and consequences; Use evidence-based activities to spark student discussion; Implement rigorous, research-based strategies for math, literacy, reading, and writing development; Assess student growth and encourage self-reflection. Form an MTSS leadership team to ensure that student needs are met across building and district levels. Each chapter contains anecdotes from schools across the country as well as a variety of ready-to-use tools and activities. Many of the tools are offered as free eResources at www.routledge.com/9781138193383, so you can easily print and distribute them for classroom use.
