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Author : Jerri S. Courville
Publisher :
ISBN 13 :
Total Pages : 84 pages
Book Rating : 4.:/5 (112 download)
Download or read book The effects of accelerated math on student achievement in middle school written by Jerri S. Courville and published by . This book was released on 2005 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Patty Lynn Johnson-Scott
Publisher :
ISBN 13 :
Total Pages : 190 pages
Book Rating : 4.:/5 (212 download)
Download or read book The Impact of Accelerated Math on Student Achievement written by Patty Lynn Johnson-Scott and published by . This book was released on 2006 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Michael P. Richter
Publisher :
ISBN 13 :
Total Pages : 84 pages
Book Rating : 4.:/5 (162 download)
Download or read book The Effect of a Supplemental Mathematics Support Class (Accelerated Math) on Students' Academic Achievement written by Michael P. Richter and published by . This book was released on 2006 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Robert Kaplinsky
Publisher : Taylor & Francis
ISBN 13 : 1003839886
Total Pages : 193 pages
Book Rating : 4.0/5 (38 download)
Download or read book Open Middle Math written by Robert Kaplinsky and published by Taylor & Francis. This book was released on 2023-10-10 with total page 193 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an amazing resource for teachers who are struggling to help students develop both procedural fluency and conceptual understanding.. --Dr. Margaret (Peg) Smith, co-author of5 Practices for Orchestrating Productive Mathematical Discussions Robert Kaplinsky, the co-creator of Open Middle math problems, brings hisnew class of tasks designed to stimulate deeper thinking and lively discussion among middle and high school students in Open Middle Math: Problems That Unlock Student Thinking, Grades 6-12. The problems are characterized by a closed beginning,- meaning all students start with the same initial problem, and a closed end,- meaning there is only one correct or optimal answer. The key is that the middle is open- in the sense that there are multiple ways to approach and ultimately solve the problem. These tasks have proven enormously popular with teachers looking to assess and deepen student understanding, build student stamina, and energize their classrooms. Professional Learning Resource for Teachers: Open Middle Math is an indispensable resource for educators interested in teaching student-centered mathematics in middle and high schools consistent with the national and state standards. Sample Problems at Each Grade: The book demonstrates the Open Middle concept with sample problems ranging from dividing fractions at 6th grade to algebra, trigonometry, and calculus. Teaching Tips for Student-Centered Math Classrooms: Kaplinsky shares guidance on choosing problems, designing your own math problems, and teaching for multiple purposes, including formative assessment, identifying misconceptions, procedural fluency, and conceptual understanding. Adaptable and Accessible Math: The tasks can be solved using various strategies at different levels of sophistication, which means all students can access the problems and participate in the conversation. Open Middle Math will help math teachers transform the 6th -12th grade classroom into an environment focused on problem solving, student dialogue, and critical thinking.
Download or read book The Association Between the Use of Accelerated Math and Students Math Achievement written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the relationship between time spent on a computer managed integrated learning system entitled Accelerated Math and traditional mathematics instruction on achievement as measured by standardized achievement tests of elementary school students. The variables of ability level, special education, grade, socioeconomic status, gender, classroom teacher, school attended, and degree of implementation were also considered. The population consisted of 542 students who were sixth, seventh, and eighth graders during the 2003-2004 school year and took the TerraNova each year. Data were gathered that covered the three-year period beginning in 2001 and ending in 2004. A t test for independent samples, analysis of variance (ANOVA), and analysis of covariance (ANCOVA) were used to identify the relationship between variables. The researchers investigation of the relationship between Accelerated Math use and mathematics achievement might assist educators in planning for use of technology as a supplement to traditional instruction. The information gathered from this research might be beneficial to other school systems seeking information on the relationship between a computermanaged integrated learning system and math achievement. The findings in this study were mixed. The use of Accelerated Math was associated with no effects and negative effects depending on the degree of implementation. The findings indicated that there were measurable differences in the performance of students who received Accelerated Math compared to students who did not receive Accelerated Math. Students who did not receive Accelerated Math had higher overall scores than students participating in the intervention. The study indicated that gender, special education, and ability groups did not have a significant interaction with the intervention (participation in Accelerated Math). The research revealed that there was a socioeconomic status interaction intervention with prof.
Author : Carol Corbett Burris
Publisher :
ISBN 13 :
Total Pages : 470 pages
Book Rating : 4.:/5 (78 download)
Download or read book Providing Accelerated Mathematics to Heterogeneously Grouped Middle School Students written by Carol Corbett Burris and published by . This book was released on 2003 with total page 470 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Doretha Evonne Spencer
Publisher :
ISBN 13 :
Total Pages : 188 pages
Book Rating : 4.:/5 (529 download)
Download or read book The Effect of the Accelerated Schools Model on Academic Achievement of Urban Middle School Students written by Doretha Evonne Spencer and published by . This book was released on 2002 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Kenyatta Gilmore
Publisher :
ISBN 13 :
Total Pages : 91 pages
Book Rating : 4.:/5 (14 download)
Download or read book The Impact of Computer-based Programs on Middle School Math Achievement written by Kenyatta Gilmore and published by . This book was released on 2018 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this correlation research study was to investigate the impact of computer-based learning on middle school math achievement of at-risk students. The participants for this study were drawn from a convenience sample of 83 middle school students located in southeastern Georgia. At-risk middle school students were achieving below their grade equivalent and failing to meet local and state proficiency standards. Computer-based instruction was implemented as an intervention to increase student achievement in mathematics. The study used a pretest-posttest control group design and used SPSS software to conduct the statistical analyses using an ANCOVA and t-test. The results indicated that the use of Math 180 did not result in a statistically significant increase in achievement of at-risk students. However, the observed power for each null hypothesis was very low, indicating the likelihood of a Type II error. Therefore, there may have been an effect of Math 180 on student achievement, but the sample sizes were too small to detect it. This type of intervention may be recommended for continued use; however, future research on other computer-based programs would be beneficial.
Author : Lesa Maria Covington Clarkson
Publisher :
ISBN 13 :
Total Pages : 390 pages
Book Rating : 4.:/5 (319 download)
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:
Author : Sherri Evans
Publisher :
ISBN 13 :
Total Pages : 50 pages
Book Rating : 4.:/5 (585 download)
Download or read book The Accelerated Schools Process's Effect Upon Middle School Students Academic Achievement written by Sherri Evans and published by . This book was released on 2004 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Nicholas Colangelo
Publisher :
ISBN 13 :
Total Pages : 180 pages
Book Rating : 4.:/5 (179 download)
Download or read book A Nation Deceived written by Nicholas Colangelo and published by . This book was released on 2004 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : James Grover
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.3/5 (514 download)
Download or read book The Impact of Acceleration in Secondary Math on All Students written by James Grover and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics is a collection of mental practices, attitudes and tools that humans have developed in our quest to understand the world (Singh & Brownwell, 2019). Educators have identified math and reading as the two core subjects that are essential for academic success. Achievement in math is considered to be the one of the most important predictors of economic success (Chazan, 2008). Educational leaders have become increasingly interested in finding the ideal placement for students to gain access to benchmark math curriculum that opens doors for advancement. In a competitive global market, educational and political leaders in the United States have continuously analyzed curriculum and sequencing practices in order to leverage their citizens in a position to be at the leading edge of achievement and contribution to the world's economy. Acceleration is one way, which schools have attempted to gain an advantage (Spielhagen, 2006). Accelerating curriculum often involves compacting concepts and moving through curriculum at a faster pace than previous practices. Acceleration combines elements of tracking (and detracking) and equity into the conversation. Systems thinking is an essential component for school district leaders as they consider the critical initiative of detracking and accelerating all students that must be well planned with a reasonable timeline (Burris, 2008). In an effort to identify effective methods for preparing math students to be future-ready, this study measures the impact of acceleration in 8th grade Algebra 1. Quantitative methods are used to study the impact of acceleration on student test scores and the number of advanced math courses students enroll in prior to graduating from high school. The study also investigates the impact of acceleration on the diversity that exists in school's advanced math courses. Finally, the study will determine how the COVID 19 pandemic altered progress for schools that accelerate all students compared to schools that do not accelerate.
Author : Elizabeth Ebeywa
Publisher :
ISBN 13 :
Total Pages : 130 pages
Book Rating : 4.:/5 (69 download)
Download or read book Accelerated Math written by Elizabeth Ebeywa and published by . This book was released on 2007 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Stacy Lancaster Starks
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (973 download)
Download or read book The Effects of School Grade Span Configuration on Student Achievement in Middle School-Aged Children written by Stacy Lancaster Starks and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if transitioning from elementary school to middle school has an effect on value added scores of sixth graders versus those with no transition. Additionally, the effect of school size on student gains was examined. Data for this study was from the 2012-2013 school year for 442 Tennessee public schools. There were 203 schools with transition and 239 with no transition. Multivariate analysis of variance was used to analyze the data. Significant interaction was seen between transition and percent minority (p = 0.002). These findings suggest transition had an effect on value added scores depending on whether or not the school had a high percentage of minority students. There was a significant interaction effect of low percent minority and high percent minority where transition was concerned on mathematics, with those schools with a high percentage of minority that did not transition scoring significantly higher than all other combinations. There was also a significant interaction effect between low percent minority and high percent minority where transition was concerned on reading, with those schools with a high percentage of minority that did not transition scoring higher than all other combinations. These results suggest that students in schools with high percentages of minorities perform better when there is no transition than their transitioning counterparts. It lends support to the body of research that suggests K-8, or at least a transition after 6th grade, may be a better model where student achievement is concerned. School size was not significantly related to achievement gains. The middle school concept has the potential to address the academic and emotional concerns of middle school aged children when it is implemented in its full form (Weiss & Kipnes, 2006). However, since the middle school concept is just that, a concept, it would seem that the best combination for student achievement may be to implement the middle school concept into the K-8 environment, giving students more of a sense of community, self-esteem, and ownership of their school and grades. This could also potentially lessen the White to Black gap in math and reading achievement.
Author : Heather C. Phipps
Publisher :
ISBN 13 : 9781124348667
Total Pages : 148 pages
Book Rating : 4.3/5 (486 download)
Download or read book The Effects of Positive School Engagement on Math and Reading Achievement in Midwestern Suburban Middle School Students written by Heather C. Phipps and published by . This book was released on 2011 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : David Russell Bruce
Publisher :
ISBN 13 :
Total Pages : 104 pages
Book Rating : 4.:/5 (424 download)
Download or read book The Effect of Integrating Math and Science on Student Achievement in the Middle School written by David Russell Bruce and published by . This book was released on 2001 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Rosa Ann Woodley-Richard
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (134 download)
Download or read book Effect on Student Achievement for Middle School Math Students Using Blackboard, Canvas and Schoology in the State of Virginia written by Rosa Ann Woodley-Richard and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, causal-comparative research was to compare the differences in middle-school student achievement for grade 7 math students among three different learning management systems: Blackboard, Canvas, and Schoology. The instrument was the Virginia Grade 7 Math Standards of Learning test. The population included students in the 7th grade attending a public school in the state of Virginia. The participants were the individual school districts. The study examined the means between the pass rates of the three learning management systems to see if there was a significant difference. The independent variable included the three learning management systems: Blackboard, Canvas, and Schoology. The dependent variable was the student pass rates that were reported to the school districts. The sum of one pass proficient and one pass advanced pass rate for each district was calculated and organized in an excel spreadsheet. The Statistical Package for the Social Sciences (SPSS) was used to run a one-way ANOVA. The results revealed that there was no significant difference between the means thus supporting the hypothesis. The study increased the understanding of the difference between the means of three different learning management systems. Finally, it is suggested that future investigations focus on students in K-12 educational settings, face-to-face instruction, and post COVID-19 instruction.
