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The Effects Of Re Teaching Parents The Mathematics Curriculum And The Effects On Mathematics Achievement
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Book Synopsis The Effects of Re-teaching Parents the Mathematics Curriculum and the Effects on Mathematics Achievement by : Tabitha Bass
Download or read book The Effects of Re-teaching Parents the Mathematics Curriculum and the Effects on Mathematics Achievement written by Tabitha Bass and published by . This book was released on 2008 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis School, Family, and Community Partnerships by : Joyce L. Epstein
Download or read book School, Family, and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Book Synopsis Mathematics Success and Failure Among African-American Youth by : Danny Bernard Martin
Download or read book Mathematics Success and Failure Among African-American Youth written by Danny Bernard Martin and published by Routledge. This book was released on 2000-01-01 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: No matter how mathematics achievement and persistence are measured, African Americans seem to lag behind their peers. This state of affairs is typically explained in terms of student ability, family background, differential treatment by teachers, and biased curricula. But what can explain disproportionately poor performance and persistence of African-American students who clearly possess the ability to do well, who come from varied family and socioeconomic backgrounds, who are taught by caring and concerned teachers, and who learn mathematics in the context of a reform-oriented mathematics curriculum? And, why do some African-American students succeed in mathematics when underachievement is the norm among their fellow students? Danny Martin addresses these questions in Mathematics Success and Failure Among African-American Youth, the results of a year-long ethnographic and observational study of African-American students and their parents and teachers. Mathematics Success and Failure Among African-American Youth goes beyond the conventional explanations of ability, socioeconomic status, differential treatment, and biased curricula to consider the effects of history, community, and peers--and the individual agency that allows some students to succeed despite these influences. Martin's analysis suggests that prior studies of mathematics achievement and persistence among African Americans have failed to link sociohistorical, community, school, and intrapersonal forces in sufficiently meaningful ways, and that they suffer from theoretical and methodological limitations that hinder the ability of mathematics educators to reverse the negative achievement and persistence trends that continue to afflict African-American students. The analyses and findings offered in Martin's book lead to exciting implications for future research and intervention efforts concerning African-American students--and other students for whom history and context play an important role. This book will be useful and informative to many groups: mathematics education researchers, education researchers interested in the social context of learning and teaching, policymakers, preservice and in-service teachers, students, parents, and community advocates. It will also be of interest to readers concerned with multicultural education, cross-cultural studies of mathematics learning, sociology of education, Black Studies, and issues of underrepresentation in science and mathematics.
Book Synopsis Sharing Maths Cultures: IMPACT by : Ruth Merttens
Download or read book Sharing Maths Cultures: IMPACT written by Ruth Merttens and published by Routledge. This book was released on 2002-09-11 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: IMPACT the project is about involving parents in the mathematics curriculum through the tutelage of their children and through sustained patterns of direct contact.
Book Synopsis Partnership In Maths: Parents And Schools by : Ruth Merttens
Download or read book Partnership In Maths: Parents And Schools written by Ruth Merttens and published by Routledge. This book was released on 2003-09-01 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written by authors well known in their fields, Merttens and Vass bring together diverse and different views on IMPACT of wide reading appeal. In the current economy, should teachers be regarded as producers and parents as consumers? There is no issue in education more urgent than that concerning the relationships between parents, teachers and children. The IMPACT project involves individuals concerned with formal maths education including students, teachers, parents, governors, researchers, inspectors and education offcers. Its primary aim is to bring together parents and children so they share regular maths activities together, the results of which are brought back into class to inform the following week's work. IMPACT is also an initiative in maths INSET training and a form of monitoring.; The book is aimed at therapists, educational psychologists, education students, teachers, academics, parents, governors, inspectors and education officers.
Book Synopsis Partnering With Parents in Elementary School Math by : Hilary Kreisberg
Download or read book Partnering With Parents in Elementary School Math written by Hilary Kreisberg and published by Corwin Press. This book was released on 2021-02-15 with total page 175 pages. Available in PDF, EPUB and Kindle. Book excerpt: How to build productive relationships in math education I wasn’t taught this way. I can’t help my child! These are common refrains from today’s parents and guardians, who are often overwhelmed, confused, worried, and frustrated about how to best support their children with what they see as the "new math." The problem has been compounded by the shift to more distance learning in response to a global pandemic. Partnering With Parents in Elementary School Math provides educators with long overdue guidance on how to productively partner and communicate with families about their children’s mathematics learning. It includes reproducible surveys, letters, and planning documents that can be used to improve the home-school relationship, which in turn helps students, parents, teachers, and education leaders alike. Readers will find guidance on how to: · Understand and empathize with what fuels parents’ anxieties and concerns · Align as a school and set parents’ expectations about what math instruction their children will experience and how it will help them · Communicate clearly and productively with parents about their students’ progress, strengths, and needs in math · Run informative and fun family events · support homework · Coach parents to portray a productive disposition about math in front of their children Educators, families, and students are best served when proactive, productive, and healthy relationships have been developed with each other and with the realities of today′s math education. This guide shows how these relationships can be built.
Book Synopsis Effects of Parental Supplemental Diagnostic/prescriptive Teaching on Mathematics Achievement, Attitude Toward Mathematics, and Self-concept of Elementary School Children by : Lee Ann Peterson
Download or read book Effects of Parental Supplemental Diagnostic/prescriptive Teaching on Mathematics Achievement, Attitude Toward Mathematics, and Self-concept of Elementary School Children written by Lee Ann Peterson and published by . This book was released on 1982 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of a Technology-based Parental-involvement Program on Student Achievement in Mathematics by : Jeannie Whitlock Fitzpatrick
Download or read book Effects of a Technology-based Parental-involvement Program on Student Achievement in Mathematics written by Jeannie Whitlock Fitzpatrick and published by . This book was released on 2013 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effect of Teacher Communication with Parents on Students' Mathematics Achievement by : Hossein Shirvani-Arani
Download or read book Effect of Teacher Communication with Parents on Students' Mathematics Achievement written by Hossein Shirvani-Arani and published by . This book was released on 2004 with total page 222 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 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Math Tutoring Sessions for Parents on Eighth Grade Students' Mathematics Achievement and Anxiety by : Susan Scott
Download or read book The Effects of Math Tutoring Sessions for Parents on Eighth Grade Students' Mathematics Achievement and Anxiety written by Susan Scott and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators across the United States have searched for avenues to improve students' mathematics achievement since the publication of A Nation at Risk (National Commission on Excellence in Education, 1983) which reported that American students were behind students in other countries academically. Recent legislation, No Child Left Behind (2001), continues to address the need for improvement in mathematics among K-12 students. A possible intervention in middle school is to incorporate parental involvement. Numerous researchers (Colombo, 2006; Desimone, 1999; Epstein, 2008; Flynn, 2006; Henderson & Berla, 1994; Sheldon & Epstein, 2005; Wherry, 2006) have demonstrated the positive outcomes of parental involvement on children's education. This construct was investigated by analyzing the effects of math workshops for parents of eighth grade students on student math achievement and anxiety levels. Two theories form the foundation for the study: (a) Epstein's (1987) Theory of Overlapping Spheres which describes the behavioral practices of parental involvement and (b) Hoover-Dempsey and Sandler's (1995, 1997) Model of Parental Involvement, which is based on psychosocial constructs that affect the relationship between parental involvement and students' successes. A Nonequivalent Control-Group design and a Static-Group Comparison Design were used in the study with a sample of 105 eighth grade math students and their parents. Analysis of covariance (ANCOVA) was conducted for hypothesis one and a Two-Sample t-test was employed for hypothesis two. These statistical measures revealed no significant difference between eighth grade students' math achievement and math anxiety levels for students whose parents attended math workshops, and those students whose parents did not attend math workshops.
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 Effects of TRIAD on Mathematics Achievement by : Douglas H. Clements
Download or read book Effects of TRIAD on Mathematics Achievement written by Douglas H. Clements and published by . This book was released on 2016 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although some research-based educational practices have shown promise, many fail to be implemented at a scale that affects more than a small proportion of children. Further, research on interventions for young children includes mixed results, with most documenting "fadeout" of effects after several years, but some showing lasting effects. In this study, the authors evaluated the long-term impacts of a model for scaling up early interventions, in this case a successful early mathematics curriculum, testing to see whether the originally-sustained impacts persisted up to 7 years beyond baseline. The original evaluation of TRIAD (Technology-enhanced, Research-based, Instruction, Assessment, and professional Development) employed a cluster randomized trial (CRT) design to test the effectiveness of the TRIAD scale-up approach, using the Building Blocksʼ early mathematics curriculum (BB) in preschool. In this evaluation, 42 schools were randomly assigned to three groups. One of the groups was a business-as-usual control (CTRL). In preschool, the other two conditions were identical and entailed TRIAD scale-up (intensive training, coaching focused on both BB curriculum and linked assessment and online professional development). After preschool, one of the treatment conditions included follow-through professional development through 1st grade, including knowledge of the intervention and ways to build upon that knowledge using learning trajectories (TRIAD Follow-Through or TRIAD-FT) while the other condition implemented business-as-usual control (TRIAD Non-follow-through or TRIAD-NFT). Students in the two treatment conditions significantly outperformed their peers in the control condition through 1st grade. The primary purpose of the current investigation was to examine the long-term effects of the early mathematics curriculum, but the secondary aim was to explore whether the TRIAD scale-up approach itself, which included aligned professional development for kindergarten and 1st grade teachers, also enhanced the effects of the pre-K curriculum beyond 1st grade. Research questions were as follows: (1) What are the differences in the average math achievement of the three original study groups (TRIAD-NFT, TRIAD-FT, and CTRL) in 3rd, 4th, and 5th grade; (2) Do the differences in the 3rd, 4th, and 5th grade math achievement of the original study groups vary by the socio-economic and racial/ethnic backgrounds of the students in the groups; (3) What are the differences in the 3rd, 4th, and 5th grade math achievement of the subset of children who remained in the group to which their original school was randomly assigned throughout the intervention period (pre-K through 1st grade); and (4) Do the differences in the in the 3rd, 4th, and 5th grade math achievement of the subset of children who remained in the group to which their original school was randomly assigned throughout the intervention period (pre-K through 1st grade) vary by the students' socio-economic status and racial/ethnic backgrounds? Figure 1 presents results addressing the first research question that pertain to the differences between the three groups at the end of pre-K through 5th grade. Figures 2a and 2b inform the second research question and show the effects of the FT and NFT conditions separately for African-American, Hispanic, other minority, and white students. Figures 3a and 3b show the FT and NFT effect estimates separately for the low and high SES subgroups formed based on students' eligibility for FRPL. Figures 4, 5a, 5b, 6a, and 6b inform the 3rd and 4th research questions and show parallel results for the stayers (students who stayed in the original conditions between pre-K and 1st grade). Impacts at the end of 5th grade were statistically significant and considerably larger than impacts in 3rd and 4th grade for both conditions and all subgroups. Tables and figures are appended.
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 . This book was released on 2011-10-05 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Summarizing data derived from a 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.
Book Synopsis Conditions Beyond Teaching that Affect Learning Mathematics by : Sandra Maitz Nichols
Download or read book Conditions Beyond Teaching that Affect Learning Mathematics written by Sandra Maitz Nichols and published by . This book was released on 1995 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Empowering Parents to Support Their Child’s Learning of Mathematics by : Sam McNaughton
Download or read book Empowering Parents to Support Their Child’s Learning of Mathematics written by Sam McNaughton and published by . This book was released on 2015 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Home-School Partnerships (HSPs) with an academic focus have been shown to improve students’ academic outcomes. There is a genuine need to improve academic outcomes for students in New Zealand as international measures continue to identify a large minority of students who underachieve, including in mathematics. This study examines the effects of an HSP intervention on parents’ ability to support their child’s learning in mathematics. There were three phases in the study comprising a profiling phase, an intervention phase and an evaluation phase. The setting for the study was an urban, co-educational, decile 7, state secondary school with approximately 1100 students. The study used Bronfenbrenner’s General Ecological model as its theoretical frame. The profiling phase of the research involved surveying 60 parents of Year 9 students who had been identified as achieving below national averages in mathematics upon entry to secondary school. Key findings from this survey were that parents strongly believed that learning mathematics was important and their involvement with their child’s learning was important. Over half of the profiling parents believed they could offer useful support for their child’s mathematical learning but the rest (30% -45%) believed they are unable to offer help. Homework was identified as the main enabling factor for providing support, with parental or family mathematics ability identified as another enabler but also the main barrier. The intervention phase was a mathematically focussed HSP involving six of the families from the profiling phase. The intervention had two important features. Firstly, a framework was developed and used to align support strategies to the individual requirements of each family. Secondly, participants were involved in co-constructing the intervention they used at home with their child. The intervention consisted of four workshops over 11 weeks attended by parents, the researcher and a research assistant. Data from the intervention was used to identify which strategies parents adopted for use. Results showed that strategies fell into three broad categories; access, engagement and supervision. All parents used a range of strategies over the course of the intervention. Results from the intervention also allowed the researcher to recognise the importance of capitalising on proximal processes. The evaluation phase used data from six sources; the workshop notes, pre- and postintervention questionnaires, research journals, meeting notes and emails and other correspondence, to form case study narratives. These were coded using a mixture of deductive and inductive analysis and with student achievement data were used to provide answers to the remaining sub-research questions. There were three key findings from the evaluation. Firstly, the presence of an appropriate artefact and access to mathematical expertise were required for parental support of their child’s learning of mathematics to be effective. The second key finding was that over the course of the intervention there were consistent, positive shifts in participants’ attitudes toward their own skill, confidence and ability to find help to support their child’s learning of mathematics. The final key finding was that parents adopted multiple strategies to support their child’s learning of mathematics. There were also positive benefits found relating to the relationships between the parent and child.
Book Synopsis The Effects of Parent Math Nights on Student Math Achievement by : Catherine DiDio Beals
Download or read book The Effects of Parent Math Nights on Student Math Achievement written by Catherine DiDio Beals and published by . This book was released on 1996 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
