Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
The Effects Of Differentiated Classroom Instruction On Reading And Mathematics Achievement Scores Of Disadvantaged Sixth Grade Students In Mississippi
Download The Effects Of Differentiated Classroom Instruction On Reading And Mathematics Achievement Scores Of Disadvantaged Sixth Grade Students In Mississippi full books in PDF, epub, and Kindle. Read online The Effects Of Differentiated Classroom Instruction On Reading And Mathematics Achievement Scores Of Disadvantaged Sixth Grade Students In Mississippi ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis The Effects of Differentiated Classroom Instruction on Reading and Mathematics Achievement Scores of Disadvantaged Sixth Grade Students in Mississippi by : Ivory L. Taylor
Download or read book The Effects of Differentiated Classroom Instruction on Reading and Mathematics Achievement Scores of Disadvantaged Sixth Grade Students in Mississippi written by Ivory L. Taylor and published by . This book was released on 2004 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Impact of School Closures and Virtual Instruction on Sixth Grade Reading and Math Achievement of Student Subgroups by : Crystal Michelle Pope
Download or read book Impact of School Closures and Virtual Instruction on Sixth Grade Reading and Math Achievement of Student Subgroups written by Crystal Michelle Pope 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 design study was to determine whether differences existed between the reading and math achievement of sixth grade general education students and students with disabilities who have been identified with a specific learning disability or other health impairment. This study was important because achievement gaps exist between subgroups of students (Farkas et al., 2020). The sample included scores from 144 students in a school division in Southeastern Virginia. The instrument used was the Grade 6 Reading and Math Standards of Learning assessments administered in the spring of 2021. Two one-way ANOVAs were used to compare the differences between the math and reading achievement of the three identified groups. Data collected from the 144 participants were analyzed, and findings were summarized and reported. The independent variable in this study was the educational classification of the students. The dependent variable was the students’ proficiency on the sixth grade math and reading Standards of Learning Assessments. The Statistical Package for the Social Sciences (SPSS) was used to run two one-way ANOVAs. The results revealed significant math and reading scores differences between general education students and the other groups: other health impairments and students with specific learning disabilities.
Book Synopsis The Effects of Differentiated Tutoring Experiences on the Reading and Mathematics Achievement of Sixth Grade Tutors by : Michael Patrick Klentschy
Download or read book The Effects of Differentiated Tutoring Experiences on the Reading and Mathematics Achievement of Sixth Grade Tutors written by Michael Patrick Klentschy and published by . This book was released on 1971 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Departmentalized and Self-contained Structures on Student Achievement by : Carrie R. - Skelton
Download or read book The Effects of Departmentalized and Self-contained Structures on Student Achievement written by Carrie R. - Skelton and published by . This book was released on 2015 with total page 121 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study investigated the effects of departmentalized and self-contained classroom structures on student achievement of fourth, fifth, and sixth grade students in Mississippi schools. Historical MCT2 proficiency level percentages were collected from the Mississippi Department of Education website for the following school years: 2009-2010, 2010-2011, 2011-2012, and 2012-2013. This data was used to calculate a revised Quality of Distribution Index (QDI-R) for each school included in the study. Using the QDI-R, differences were generated between school year (SY) 2009-2010 and SY 2010-2011; between SY 2010-2011 and SY 2011-2012; and between SY 2011-2012 and SY 2012-2013. This yielded three data points for measuring student achievement in the study. An email questionnaire was distributed to schools in order to determine which structure was being utilized in each school for each grade level. Follow up phone calls were made to those failing to respond to the email request. Once this information was collected, the population of the study included 247 schools serving fourth grade, 242 schools serving fifth grade, and 207 schools serving sixth grade. A one-way Multivariate Analysis of Variance (MANOVA) was conducted for determining if a difference existed between the two structures for each grade level. Findings revealed no significant difference between structures in language arts for grades four, five, or six. There was also no evidence of a significant difference between structures for grade four and five mathematics. A significant difference was found between the two structures for grade six mathematics.
Book Synopsis The Effect of Differentiated Instruction on Standardized Assessment Performance of Students in the Middle School Mathematics Classroom by : Kimberly Gail Williams
Download or read book The Effect of Differentiated Instruction on Standardized Assessment Performance of Students in the Middle School Mathematics Classroom written by Kimberly Gail Williams and published by . This book was released on 2012 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: Changing demographics, student diversity, and increased accountability have compelled educators to challenge the uniform constraints of traditional instruction and create an environment focused on individual achievement. Differentiated instruction empowers teachers to target multiple learning styles through varied themes, adapted content delivery, and assessment options. This quantitative quasi-experimental research study examined the effects of differentiated instruction on seventh grade student performance on standardized mathematics assessments using a repeated-measures design. Two independent research trials, controlling for initial group differences with 2011 Texas Assessment of Knowledge and Skills (TAKS) scores, provided inconclusive assessment results. Significant differences between students who received differentiated instruction compared to students who were instructed using traditional lecture-based strategies were inconsistent for each research trial. All learning groups, including special education, economically disadvantaged, English language learners, and gifted were included to determine if strategies were successful based on specific learning needs. Evidence obtained through classroom observations revealed deficiencies in effective instructional delivery of differentiated strategies, emphasizing the need for ongoing, quality professional development and support for educators.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 1986 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of a Process Based Approach to Learning Mathematics on African American and Low-socioeconomic Status Students by : Elizabeth Adoree Wells
Download or read book The Impact of a Process Based Approach to Learning Mathematics on African American and Low-socioeconomic Status Students written by Elizabeth Adoree Wells and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers have documented that methods of instruction supported by the National Council of Teachers of Mathematics (NCTM) process standards exhibit trends toward meeting the goal of equity for African American and low-socioeconomic status (SES) students. This method of instruction commonly has been referred to as Standards-based instruction. Research associated with Standards-based instruction primarily has focused on urban populations. There are inconsistencies throughout the literature regarding the definition of Standards-based instruction. Thus, a new term, Process-based instruction, was developed to refer to instruction that facilitates students engaging in the NCTM process standards. The purpose of this study was to examine how Process-based instruction impacted the mathematics achievement and dispositions of African American and low-SES students in a rural setting. A quasi-experimental, mixed-methods approach was used to examine the impact of Process-based instruction. The participants were sixth-grade students (N = 32; 15 male, 17 female) in two intact classes in a rural community in northeastern Mississippi. The control group received instruction that did not deviate from the typical method of instruction they normally received. They were referred to as the Typical Activity class. Students who received instruction that engaged them in the NCTM process standards were the experimental group and were referred to as the Process-based class. Both classes completed mathematics content and attitudinal pretests, posttests, and delayed posttests. During the experimental phase, audio data, video data, field notes and samples of student work were collected. Additionally, an observation log was used to document the actions of the students that aligned with the process standards. Repeated-measures analysis of variance indicated there were no statistically significant differences between the Typical Activity and Process-based class based on the mathematics content and attitudinal assessments. There was, however, trend evidence of improvement in Process-based students' representations and connections across mathematical topics. Furthermore, qualitative analyses of dispositions indicated the behaviors of Process-based students aligned with the tenets of productive disposition, as outlined in National Research Council's Adding it Up (2001), more than the behaviors of Typical Activity students.
Book Synopsis A Study of the Effects of Mobility and Achievement in Reading Among the Sixth-grade Students in the Jones County Schools by : Anita Carolyn Henson Herrington
Download or read book A Study of the Effects of Mobility and Achievement in Reading Among the Sixth-grade Students in the Jones County Schools written by Anita Carolyn Henson Herrington and published by . This book was released on 1975 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Differentiating Instruction in a Mixed-ability Middle School Science Class by : Batya Rena Kinsberg
Download or read book The Effects of Differentiating Instruction in a Mixed-ability Middle School Science Class written by Batya Rena Kinsberg and published by . This book was released on 2012 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of differentiating instruction in a sixth grade earth science classroom. During three lessons within one unit of study, tiered instructional materials were utilized and students were assigned to tiered learning groups. Likert-style surveys, student interviews, teacher observations, open-ended survey questions and unit test scores were used to collect data about the impact on student achievement, engagement and attitudes. Journal entries and teacher observations were used to determine how differentiating instruction impacted the teacher. Differentiating instruction improved the achievement of previously low-achieving students, but had mixed results for other students. Student attitudes were more negative following differentiated instruction. This treatment has mixed effects on student engagement and on the teacher.
Book Synopsis Comprehensive Dissertation Index by :
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 994 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Impact of Integrated Science and Mathematics Instruction on Middle School Science and Mathematics Achievement by : Zenaida Aguirre-Munoz
Download or read book Impact of Integrated Science and Mathematics Instruction on Middle School Science and Mathematics Achievement written by Zenaida Aguirre-Munoz and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the impetus from professional organizations for science and math integration, evidence in support of such efforts in raising both science and mathematics achievement is scarce, particularly for underrepresented students. The available literature is mixed especially regarding impact on mathematics outcomes. This exploratory study documents the impact of the Middle School Math and Science (MS)2 Integration project based on the results of the internal evaluation of an intensive teacher training model for integrated science and mathematics in middle school. Multivariate analysis of variance shows (MS)2 positively impacted middle school students,Äô science and mathematics knowledge in this sample of diverse students. Overall, the (MS)2 group outperformed the comparison group. There was also evidence that students who received (MS)2 integrated instruction in science classrooms slightly outperformed those who received (MS)2 integrated instruction in math classrooms. Multiple regression results indicated that (MS)2 group membership and opportunity to learn through integrated instruction were significant predictors of students,Äô science and mathematics scores. Although students in (MS)2 classrooms were more likely to have higher achievement scores, the frequency of integrated instruction opportunities also significantly predicted student achievement, particularly in mathematics classrooms. Ethnicity and gender were not significant predictors of student scores. Implications are discussed.
Book Synopsis The Impact MCT2 Has on an Elementary and Middle School Reading and Language Arts Classroom Instruction in Mississippi by : Sarah Elizabeth Campbell
Download or read book The Impact MCT2 Has on an Elementary and Middle School Reading and Language Arts Classroom Instruction in Mississippi written by Sarah Elizabeth Campbell and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to understand what No Child Left Behind (NCLB) meant to teachers in Mississippi and to determine what impact this reform had on reading and language arts classroom instruction for teachers. Qualitative research methods in the form of interview data and classroom observations were used to examine teachers' perceptions of accountability and its effects on classroom instruction. Teachers were asked to answer a set of research interview questions related to research questions. The specific research questions used to explore teachers' perceptions about accountability were (1) What are reading and language arts teachers' perceptions of accountability? (2) What are teachers' perceptions of the influence of state testing on reading and language arts classroom instruction? and (3) How do elementary and middle school teachers prepare students for end-of-year reading and language arts state test? The researcher gathered qualitative data from five teachers with teaching experience ranging from 5 years to 30 years of teaching experience. Each teacher who participated in this study was familiar with administering Mississippi Curriculum Test 2 (MCT2) at the elementary and middle school level. The results of this study indicated that teachers believe that the Mississippi accountability system is effective for improving the teaching and learning process but not for holding schools and districts accountable. Each teacher in this study believed that test scores alone were not effective for addressing the familial and societal issues many schools face on a day-to-day basis and as a result using test scores to determine school quality was unrealistic. Of the five teachers interviewed, four reported engaging students in meaningful learning activities that put emphasis on the significance of language arts in daily life. These teachers were also observed placing more emphasis on rubric-based assessments, classroom writing activities, and student-centered activities as a result of the 2006 Mississippi Language Arts Framework-Revised and MCT2. Recommendations for further research include investigating whether the impact of teachers' professional experience influences student achievement, or whether the impact of the building principal's perceptions of the framework impact classroom instruction and teachers' perceptions.
Book Synopsis The Effects of School Renaissance on Student Achievement in Two Mississippi School Districts by : Steve Ross
Download or read book The Effects of School Renaissance on Student Achievement in Two Mississippi School Districts written by Steve Ross and published by . This book was released on 2005 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the achievement of students in 14 Pascagoula schools and 9 Biloxi schools implementing School Renaissance (SR) to that of students in matched control schools. The achievement measures to be examined were from the 2004 administration of the Mississippi Curriculum Test (MCT) for Reading, Language Arts, and Mathematics in grades 2-8 and the Mississippi Writing Assessment (WA) in grades 4 and 7. Results showed that, although program effects were not as strong and consistent as in the prior school year, they remained generally positive: 16 out of 20 computed effect size estimates were positive. In both Reading and Language Arts, significant positive program effects were observed in 5th grade and 8th grade. In Mathematics, a strong, significant program effect was observed in 3rd and 6th grades. As in 2002-03, strong, significant program effects were obtained in both tested grade levels, particularly in 4th grade, on the Writing Assessment. Supplementary analyses examined outcomes separately by school district, and examined the relationship of student-level implementation measures to achievement effects. Results showed stronger and more consistent program effects in Reading, Language Arts, Math, and Writing for Biloxi than for Pascagoula. Further, implementation measures (particularly reading level and comprehension scores) accounted for substantial variance in achievement, especially in lower grades. These results overall indicate generally positive and sustainable impacts of SR on student performance in program-independent, high-stakes testing. However, these impacts were predominantly evident in Biloxi and only minimally so in Pascagoula, thus suggesting that sustained implementation (four years vs. two years, respectively) was critical to success. Assessment Scoring Rubrics are appended. (Contains 10 figures and 7 tables.).
Book Synopsis The Effects of Differentiated Instruction in Reading on Student Achievement and Attitude in a Fifth Grade Classroom by : Cheryl L. Rayl
Download or read book The Effects of Differentiated Instruction in Reading on Student Achievement and Attitude in a Fifth Grade Classroom written by Cheryl L. Rayl and published by . This book was released on 2009 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Sheltered Instruction on Struggling Readers by :
Download or read book The Effects of Sheltered Instruction on Struggling Readers written by and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The consequences of less than proficient reading skills are well documented. In educational settings, as children progress through the grades, the expectation that they acquire content knowledge through reading continually increases. However, many children lack the proficient reading skills that would enable them to acquire content knowledge through reading. Consequently, less than proficient reading skills are associated with academic failure and academic avoidance behaviors such as absenteeism and discipline problems. This study examined the effects of sheltered instruction on the academic and non-academic behaviors of a group of struggling readers. A causal-comparative research design was used to compare MCT2 Language Arts scores, attendance, and number of discipline referrals of 28 sixth grade struggling readers attending a rural school in northern Mississippi. Paired-samples t tests were used to compare measures of the dependent variables of students when they were in a traditional classroom setting to when they were in a sheltered instruction classroom setting. The results of the data analysis failed to detect any statistically significant differences between the measures of the dependent variables under the two conditions. Therefore, it appears that sheltered instruction did not have an effect on the academic and nonacademic behaviors of struggling readers. However, there are limitations to the findings of this study. The two most serious limitations are the small sample size and the incomplete data sets. With this small sample size, the t tests may not have been robust enough to detect statistically significant differences. In addition to the small sample size, each of the dependent variables had cases where data were missing. Consequently, a replication of this study is one of the recommendations of this study. Another recommendation is that the effects of sheltered instruction on student achievement be examined after students have been exposed to the treatment for multiple years.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1972 with total page 642 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Predicting Mississippi Curriculum Testing Program, Second Edition Performance Using the Northwest Evaluation Association Measures of Academic Progress by : Mary Cole
Download or read book Predicting Mississippi Curriculum Testing Program, Second Edition Performance Using the Northwest Evaluation Association Measures of Academic Progress written by Mary Cole and published by . This book was released on 2014 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if the Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) reading and math assessments are a valid predictor of performance on the language arts and mathematics Mississippi Curriculum Test, 2nd Edition (MCT2). Additionally, the researcher sought to determine whether student characteristics of gender, ethnicity, and economically disadvantaged status added statistically to the prediction of MCT2 scores. The researcher used a correlational research design to answer the research questions that guide this study. Regression analyses were performed using IBM Statistical Package for the Social Sciences (SPSS), version 22. Data were collected from a Southern Mississippi school district. Scores from 676 6th grade students and 659 8th grade students were used in this study. The results of simple linear regression indicate that NWEA-MAP reading and mathematics assessments are a valid predictor of language arts and mathematics MCT2 scale scores for 6th and 8th grade students. Results of multiple regression indicate that the linear combination of fall reading NWEA-MAP RIT scores, spring reading NWEA-MAP RIT scores, student characteristics of gender, ethnicity, and economically disadvantaged status was significantly related to MCT2 language arts scale scores for sixth grade students; likewise, the linear combination of fall reading NWEA-MAP RIT scores, spring reading NWEA-MAP RIT scores, student characteristics of gender, ethnicity, and economically disadvantaged status was significantly related to MCT2 language arts scale scores for eighth grade students. Similarly, multiple regression analyses indicate that the linear combination of fall mathematics NWEA-MAP RIT scores, spring mathematics NWEA-MAP RIT scores, student characteristics of gender, ethnicity, and economically disadvantaged status was significantly related to MCT2 mathematics scale scores for sixth grade students; similarly, the linear combination of fall mathematics NWEA-MAP RIT scores, spring mathematics NWEA-MAP RIT scores, student characteristics of gender, ethnicity, and economically disadvantaged status was significantly related to MCT2 mathematics scale scores for eighth grade students.
