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The Impact Of Locus Of Control Reinforcements And Metacognition On Mathematics Achievement Of Undergraduate Students
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Book Synopsis The Impact of Locus of Control Reinforcements and Metacognition on Mathematics Achievement of Undergraduate Students by : Thessa Lynn Anderson
Download or read book The Impact of Locus of Control Reinforcements and Metacognition on Mathematics Achievement of Undergraduate Students written by Thessa Lynn Anderson and published by . This book was released on 2007 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Metacognition on Mathematics Achievement by : Jocelyn Hoff
Download or read book The Effect of Metacognition on Mathematics Achievement written by Jocelyn Hoff and published by . This book was released on 2013 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the National Center of Education Statistics (2009), American students perform at a lower level of achievement than the nation expects of them. On the 2007 Trends in International Mathematics and Science Study (TIMSS), the United States average mathematics score was 508 for eighth grade students. This is above the average of 500, but below five of the other 47 countries that participated. Chinese Taipei, Korea, Singapore, Hong Kong, and Japan had higher average scores than the United States. On the 2006 Program for International Student Assessment (PISA), the United States average score of 474 for 15 year olds. This is lower than the average of 498; American youth are in the lowest fourth of participating countries. They performed below 23 of the other 29 countries that are participated and are members of Organization for Economic Cooperation and Development (OECD). Mathematics is important for the economic and technological future of the United States. Students need to be prepared for careers that require mathematics skills. President Obama, in his State of the Union address in 2011 said, "Maintaining our leadership in research and technology is crucial to America's success...if we want innovation to produce jobs in America and not overseas, then we also have to win the race to educate our kids." The Business of Higher Education Forum (2011), found that only 17% of high school seniors are both interested in science, engineering, technology, and mathematics (STEM) and mathematically proficient. John Flavell developed the idea of metacognition in 1976. Study after study proved that "thinking about thinking" improves academic achievement. Metacognition relates well to the new Common Core State Standards for Mathematical Practice, which promote conceptual understanding, explanations of processes, and reasoning. Because "the sharp falloff in mathematics education in the U.S. begins as students reach late middle school" (U.S. Department of Education, 2008, p. xiii), this study aimed to determine if metacognitive routines in a middle school mathematics class would effect student achievement on a chapter test. Quantitative data was collected from middle school students in Northern California. Seventh grade mathematics students took a pre-test, post-test, and post post-test on solving equations. Students also completed a survey. One class was the experimental group, in which students participated in metacognitive routines. The other class was the control group, in which students did not participate in metacognitive routines. There was no significant difference in the test scores between the experimental and control groups. However, the experimental group's assessment of their confidence more accurately reflected their scores on the post post-test. This result corresponds with self-regulated learning, which includes metacognition. Other significant findings resulted when analyzing data by gender. Girls in the experimental group retained more knowledge than the boys on short answer questions. In the control group, girls were more confident, girls performed better on the talk to the equation question, and males performed better on the multiple-choice questions. Girls in the experimental group retained more knowledge than the girls in the control group on the short answer questions.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Locus of Control as an Indication of Math Achievement by : Judith M. Scollay
Download or read book Locus of Control as an Indication of Math Achievement written by Judith M. Scollay and published by . This book was released on 1977 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of a Cognitive Style Mapping Program on Achievement of Community College Students with Internal Locus of Control and External Locus of Control by : Mary Margaret Schallhorn
Download or read book The Effect of a Cognitive Style Mapping Program on Achievement of Community College Students with Internal Locus of Control and External Locus of Control written by Mary Margaret Schallhorn and published by . This book was released on 1982 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Locus of Control, Attitudes Toward Mathematics, and Mathematics Performance of Undergraduate Students at a Rural State University by : Cale Thomas Polkinghorne
Download or read book Locus of Control, Attitudes Toward Mathematics, and Mathematics Performance of Undergraduate Students at a Rural State University written by Cale Thomas Polkinghorne and published by . This book was released on 2014 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Instructional Practices by : D. L. Forrest-Pressley
Download or read book Instructional Practices written by D. L. Forrest-Pressley and published by Academic Press. This book was released on 2013-09-11 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: Metacognition, Cognition, and Human Performance, Volume 2: Instructional Practices is a collection of papers that deals with applied settings that develop and test instructional programs in the field of education. The book discusses some insights in understanding the processes involved in writing and reading. The text defines metacognition — as a mental function and the directing of this function — and reading, as well as the structure of narratives. One paper proposes a model for cognitive monitoring and early reading by developing for children three knowledge domains: function of print, form of print, and conventions of print or metacognitive constructs. Other papers analyze metacognition, instruction, the role of questioning activities, as well as the connection between metacognition and learning disabilities. One author evaluates a different perspective whether attention-related difficulties are a normal development in a young child or a disability in the older child. This author also explains meta-attention pertaining to task solving, selective attention to other stimuli, and visual search of the surrounding or for a target object. One research shows that methodologies designed to induce underachieving children to regulate their own academic behavior can improve their performance. The text can prove useful to child psychologists, behavioral scientists, and students and professors in child education.
Download or read book Resources in Education written by and published by . This book was released on 1985 with total page 820 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 1999 with total page 1264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dyslexia and Mathematics by : Thomas Richard Miles
Download or read book Dyslexia and Mathematics written by Thomas Richard Miles and published by Psychology Press. This book was released on 1992 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dyslexia is seen primarily as a limitation in the ability to deal with symbolic material. As far as the symbols of mathematics are concerned, therefore, special teaching techniques are needed, just as they are for the teaching of reading and spelling. The book contains a wealth of material on individual cases and on children of different ages. Two central themes are discussed: first, that dyslexics need to carry out the operations of adding, dividing, and so on, before being introduced to the symbolism; and second that, because of their difficulties with rote learning, they need to be shown the many regularities and patterns which can be found in the number system. All the contributors have had experience of teaching dyslexic children at various levels.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1985 with total page 696 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Comprehensive Dissertation Index by :
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Handbook of Educational Psychology by : Lyn Corno
Download or read book Handbook of Educational Psychology written by Lyn Corno and published by Routledge. This book was released on 2015-07-06 with total page 1142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The third edition of the Handbook of Educational Psychology is sponsored by Division 15 of the American Psychological Association. In this volume, thirty chapters address new developments in theory and research methods while honoring the legacy of the field’s past. A diverse group of recognized scholars within and outside the U.S. provide integrative reviews and critical syntheses of developments in the substantive areas of psychological inquiry in education, functional processes for learning, learner readiness and development, building knowledge and subject matter expertise, and the learning and task environment. New chapters in this edition cover topics such as learning sciences research, latent variable models, data analytics, neuropsychology, relations between emotion, motivation, and volition (EMOVO), scientific literacy, sociocultural perspectives on learning, dialogic instruction, and networked learning. Expanded treatment has been given to relevant individual differences, underlying processes, and new research on subject matter acquisition. The Handbook of Educational Psychology, Third Edition, provides an indispensable reference volume for scholars in education and the learning sciences, broadly conceived, as well as for teacher educators, practicing teachers, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses in educational psychology, human learning and motivation, the learning sciences, and psychological research methods in education and psychology.
Book Synopsis Self-Efficacy in Changing Societies by : Albert Bandura
Download or read book Self-Efficacy in Changing Societies written by Albert Bandura and published by Cambridge University Press. This book was released on 1997-05-13 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt: The volume addresses important issues of human adaptation and change.
Author :Sandra L. Christenson Publisher :Springer Science & Business Media ISBN 13 :1461420172 Total Pages :839 pages Book Rating :4.4/5 (614 download)
Book Synopsis Handbook of Research on Student Engagement by : Sandra L. Christenson
Download or read book Handbook of Research on Student Engagement written by Sandra L. Christenson and published by Springer Science & Business Media. This book was released on 2012-02-23 with total page 839 pages. Available in PDF, EPUB and Kindle. Book excerpt: For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Author :Alexander W. Astin Publisher :U. C. L. A. Higher Education Research Institute ISBN 13 : Total Pages :116 pages Book Rating :4.3/5 (91 download)
Book Synopsis The American College Teacher by : Alexander W. Astin
Download or read book The American College Teacher written by Alexander W. Astin and published by U. C. L. A. Higher Education Research Institute. This book was released on 1991 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report summarizes the highlights and presents statistical data (two-thirds of the report) from a national survey of 35,478 full-time college and university faculty members at 392 two-year colleges, four-year colleges and universities, carried out in the fall and winter of 1989-90. The 200-question survey focused heavily on how faculty members spend their time, how they interact with students, their preferred methods of teaching and examining students, their perceptions of the institutional climate, and their primary sources of stress and satisfaction. Among the findings were the following: (1) although 98 percent gave teaching a high priority, 28 percent preferred research over teaching and 27 percent felt that institutional pressures to do research and publish interfered with their teaching; (2) half the faculty in private universities spent more than 12 hours per week doing research and writing, compared to less than 20 percent of faculty in 4-year colleges and 3 percent in the community faculty in four-year colleges and 3 percent in the community colleges; (3) fully one quarter of the four-year college faculty and an article in a scholarly journal; (4) faculty were most satisfied with their autonomy and independence and job security; and (5) compared to their private counterparts, professors in public institutions gave higher priority to preparing students for employment and conducting research. The appendix contains the survey instrument. Contains two references. (GLR)
Book Synopsis Education for Life and Work by : National Research Council
Download or read book Education for Life and Work written by National Research Council and published by National Academies Press. This book was released on 2013-01-18 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.
