What Effect Will a Mathematics Intervention Have on 7th Grade Students' Achievement Solving Equations?

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ISBN 13 :
Total Pages : 53 pages
Book Rating : 4.:/5 (15 download)

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Book Synopsis What Effect Will a Mathematics Intervention Have on 7th Grade Students' Achievement Solving Equations? by : Leigh A. Gates

Download or read book What Effect Will a Mathematics Intervention Have on 7th Grade Students' Achievement Solving Equations? written by Leigh A. Gates and published by . This book was released on 2017 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: The adoption of the Common Core State Standards (CCSS) came many high expectations including the CCSS offering a "foundation for the development of more rigorous, focused, and coherent mathematics curricula" (NCTM, 2016, para 1). The following study focuses on an intervention to investigate a specific differentiated instruction strategy to use in a mathematics inclusive classroom to increase student achievement. More specifically the intervention includes two strategies to solve equations (1) algebraic method and (2) hands-on method. The data showed that the intervention provided improvements to student achievement when solving equations in a 7th grade mathematics classroom. Another finding indicated that more students felt comfortable solving equations using the algebraic method. Future research can focus in a different setting to further investigate the differentiated instructional strategies from the study. [from author's abstract]

The Effects of Response to Intervention on the Mathematics Achievement of Seventh and Eighth Grade Students

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ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (964 download)

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Book Synopsis The Effects of Response to Intervention on the Mathematics Achievement of Seventh and Eighth Grade Students by : Annette Sargent Cornelius

Download or read book The Effects of Response to Intervention on the Mathematics Achievement of Seventh and Eighth Grade Students written by Annette Sargent Cornelius and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to investigate the effectiveness of a system-wide Response to Intervention (RTI) program on the mathematical achievement of seventh and eighth grade students. The study consisted of five district schools with a total of 502 participants. The students were identified as belonging to one of two tiers, which differed in regard to amount of intervention. The first tier (Tier 1) of students only received the regular classroom instruction while the second tier (Tier 2/3) received an additional thirty minutes of intervention strategies. The students receiving interventions, the Tier 2/3 students, were divided into two groups. One group received primarily teacher-directed instruction (TDI) as an intervention while the other group received computer-assisted instruction (CAI) as an intervention. For the purpose of this study, the CAI intervention involved the use of the commercial program, Odyssey Math. The students were benchmark tested at the beginning and end of the 2010-2011 school year using the STAR Math assessment program and also progress monitored on a regular basis. In an attempt to determine the effectiveness of the RTI program, a gain score ANOVA was conducted using the scaled scores of the two tiers from the beginning and the end of the school year. The analysis indicated that Tier 2/3 students did demonstrate greater growth than the students in Tier 1. The gain scores of the two groups of Tier 2/3 were also used in a gain score ANOVA to measure differences in growth. An additional analysis of their mean scores was also conducted using ANCOVA. Both analyses indicated that the CAI group demonstrated greater gains. A third analysis was conducted in order to determine how accurately the STAR Math assessment program could predict student success (reaching either a Proficient or Advanced level) on the state assessment. While the STAR Math program did not accurately predict the students' level in every case, the logistic regression analysis did indicate that the program was successful in identifying struggling students.

Response to Intervention in Math

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Publisher : Corwin Press
ISBN 13 : 1412966353
Total Pages : 169 pages
Book Rating : 4.4/5 (129 download)

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Book Synopsis Response to Intervention in Math by : Paul J. Riccomini

Download or read book Response to Intervention in Math written by Paul J. Riccomini and published by Corwin Press. This book was released on 2010 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides educators with instructions on applying response-to-intervention (RTI) while teaching and planning curriculum for students with learning disabilities.

The Effects of a Seventh Grade Mathematics Remediation Course on Student Achievement

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Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (899 download)

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Book Synopsis The Effects of a Seventh Grade Mathematics Remediation Course on Student Achievement by : Jason Nix

Download or read book The Effects of a Seventh Grade Mathematics Remediation Course on Student Achievement written by Jason Nix and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the installment of the No Child Left Behind Act, schools have sought strategies to help students meet these academic requirements. Many middle schools have turned to math remediation classes as a way to improve students' achievement scores. The purpose of this quantitative causal-comparative study was to explore the relationship of the mathematics remediation class as an intervention strategy to help low performing seventh grade students' achievement on the Georgia Criterion-Referenced Competency Test. The sample consisted of N= 775 (391 male, 384 female) seventh grade students enrolled in one rural middle school. The result of the statistical test, ANCOVA, revealed a significant difference between the non-remediation students and remediation students on post-test mathematics achievement while adjusting for the pre-test scores, therefore the hypothesis was rejected. In addition, this study examined the gender and socio-economical differences within the math remediation students. Gender was found not to be statically significant, while socio-economical differences were found to be statically significant.

The Effects of an Intervention on Students' Math Self-efficacy, Practices, and Achievement

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Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (138 download)

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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.

Effective Math Interventions

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Publisher : Guilford Publications
ISBN 13 : 1462528287
Total Pages : 273 pages
Book Rating : 4.4/5 (625 download)

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Book Synopsis Effective Math Interventions by : Robin S. Codding

Download or read book Effective Math Interventions written by Robin S. Codding and published by Guilford Publications. This book was released on 2017-02-09 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: Building foundational whole-number knowledge can help put K-5 students on the path to academic success and career readiness. Filling a gap for school practitioners, this book presents step-by-step guidelines for designing and implementing classwide, small-group, and individual interventions for mathematics difficulties. Effective procedures for screening, assessment, intervention selection, and progress monitoring are described and illustrated with detailed case vignettes. User-friendly features include 20 reproducible handouts and forms; the print book has a large-size format with lay-flat binding for easy photocopying. Purchasers get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.

The Effects of Math Intervention on Student Achievement

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Publisher :
ISBN 13 :
Total Pages : 29 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis The Effects of Math Intervention on Student Achievement by : Staci Ulichnie

Download or read book The Effects of Math Intervention on Student Achievement written by Staci Ulichnie and published by . This book was released on 2015 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: Within diverse classrooms, sometimes teachers need extra assistance to reach all students. This quantitative research design was used to determine the affects of math intervention on student achievement. Students in this study were selected by their "Not Met" PASS scores from their 3rd grade year. A survey assessing student attitudes towards math was given to all students. Teachers were also involved in a survey, asking if they felt the school needed a math interventionist. The measuring instruments for this study were pre-assessments, chapter tests, AIMS data, MAP scores, and 2015 ACT scores. The results of the research showed that the use of a math interventionist increased student achievement. All of the students in this study made gains. Appendices include the student survey, teacher survey, and parent letter.

The Effects of Teaching Problem Solving Strategies on the Problem Solving Achievement of Seventh Grade Math Students

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Publisher :
ISBN 13 :
Total Pages : 128 pages
Book Rating : 4.:/5 (426 download)

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Book Synopsis The Effects of Teaching Problem Solving Strategies on the Problem Solving Achievement of Seventh Grade Math Students by : Kirsten Abney

Download or read book The Effects of Teaching Problem Solving Strategies on the Problem Solving Achievement of Seventh Grade Math Students written by Kirsten Abney and published by . This book was released on 1999 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Advances in the Contributions of Mathematics in the Field of Education and Psychology

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Publisher : Frontiers Media SA
ISBN 13 : 2832545866
Total Pages : 174 pages
Book Rating : 4.8/5 (325 download)

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Book Synopsis Advances in the Contributions of Mathematics in the Field of Education and Psychology by : Inmaculada Méndez

Download or read book Advances in the Contributions of Mathematics in the Field of Education and Psychology written by Inmaculada Méndez and published by Frontiers Media SA. This book was released on 2024-03-07 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Middle School Mathematics Professional Development Impact Study

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Publisher :
ISBN 13 :
Total Pages : 208 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Middle School Mathematics Professional Development Impact Study by : Michael S. Garet

Download or read book Middle School Mathematics Professional Development Impact Study written by Michael S. Garet and published by . This book was released on 2010 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student achievement in mathematics has been a focal concern in the United States for many years. The National Research Council's 2001 report and the recent report of the National Mathematics Advisory Panel (2008) both called attention to student achievement in mathematics, and both called for all students to learn algebra by the end of eighth grade. Reports have argued, further, that achieving this goal requires that students first successfully learn several topics in rational numbers--fractions, decimals, ratio, rate, proportion, and percent. These topics are typically covered in grades 4 through 7, yet many students continue to struggle with them beyond the seventh grade. The National Mathematics Advisory Panel wrote that--difficulty with fractions (including decimals and percent) is pervasive and is a major obstacle to further progress in mathematics, including algebra. The panel also specified that by the end of seventh grade, students should be able to solve problems involving percent, ratio, and rate, and extend this work to proportionality. The U.S. Department of Education's National Center for Educational Evaluation and Regional Assistance (NCEE)--within the Institute of Education Sciences--initiated the Middle School Mathematics Professional Development Impact Study to test the impact of a professional development (PD) program for teachers that was designed to address the problem of low student achievement in topics in rational numbers. The study focuses on seventh grade, the culminating year for teaching those topics and has three central research questions: (1) What impact did the PD program provided in this study have on teacher knowledge of rational number topics? (2) What impact did the PD program provided in this study have on teacher instructional practices? and (3) What impact did the PD program provided in this study have on student achievement in rational number topics? The study produced the following results: (1) The study's PD program was implemented as intended; (2) The PD program did not produce a statistically significant impact on teacher knowledge of rational numbers (effect size = 0.19, p-value = 0.15); (3) The PD program had a statistically significant impact on the frequency with which teachers engaged in activities that elicited student thinking, one of the three measures of instructional practice used in the study (effect size = 0.48); and (4) The PD program did not produce a statistically significant impact on student achievement (effect size = 0.04, p-value = 0.37). This report presents the study's findings after 1 year of implementing the PD in the treatment schools. A subsequent report will present findings after 2 years of implementing the PD. Chapter 1 presents an overview of the study. Chapter 2 describes the study design and its realization, including a description of the sample and tests of baseline equivalence of the treatment and control groups on observed characteristics. Chapter 3 describes the design and implementation of the PD program and the extent of service contrast between the treatment and control groups. Chapter 4 addresses the impact of the PD program on teacher knowledge, instructional practice, and student mathematics achievement. Chapter 5 provides several nonexperimental analyses that explore additional questions related to the impact findings. Appended are: (1) Data Collection; (2) Details of the Study Samples and Analytic Approaches; (3) Supplemental Information on the Design and Implementation of the PD Program; (4) Supporting Tables and Figures for Impact Analyses; and (5) Exploratory Analyses: Approaches and Additional Results. (Contains 9 exhibits, 9 figures, and 90 tables.).

The Effects of a Direct-Instruction Math Intervention on Standardized Test Scores of At-Risk Middle School Students

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Publisher :
ISBN 13 :
Total Pages : 154 pages
Book Rating : 4.:/5 (891 download)

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Book Synopsis The Effects of a Direct-Instruction Math Intervention on Standardized Test Scores of At-Risk Middle School Students by : Charles Moore

Download or read book The Effects of a Direct-Instruction Math Intervention on Standardized Test Scores of At-Risk Middle School Students written by Charles Moore and published by . This book was released on 2014 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators are seeking ways to improve student academic achievement in math and to increase math standardized test scores because of the requirements of the reauthorization of the Elementary and Secondary Education Act, known as the No Child Left Behind Act (NCLB), Individuals with Disabilities Education Act (IDEA), and Race to the Top initiative (RTTT). One such intervention in middle school is a direct-instruction math program. This causal-comparative study examined the relationship between a direct-instruction math intervention and math achievement on standardized test scores of at-risk middle school students. This study compared the differences in the mean scale scores for at-risk middle-school students who received a direct-instruction math intervention and at-risk middle school students who did not receive a direct-instruction math intervention on the math subtest of the 2012 Georgia Criterion Referenced Competency Test, while using the 2011 scores as a control variable to control for previous math ability using a one-way between-groups analysis of covariate (ANCOVA) statistical test. Further, this study compared the relationship, by gender, between a direct-instruction math intervention and math achievement on standardized test scores. The data from the study suggests that the direct-instruction mathematic intervention did result in the intervention group having a significantly higher mean scale score on the 2012 mathematic subtest of the Georgia CRCT than the control group for both genders.

The Effect of Remedial Instruction on Achievement in Seventh Grade Algebraic Linear Equations

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Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (222 download)

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Book Synopsis The Effect of Remedial Instruction on Achievement in Seventh Grade Algebraic Linear Equations by : Muhammad Sajid

Download or read book The Effect of Remedial Instruction on Achievement in Seventh Grade Algebraic Linear Equations written by Muhammad Sajid and published by . This book was released on 1959 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Effect of Remedial Instruction on Achievement in Seventh Grade Algebraic Linear Equations

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ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (222 download)

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Book Synopsis The Effect of Remedial Instruction on Achievement in Seventh Grade Algebraic Linear Equations by : Muhammad S. Sajid

Download or read book The Effect of Remedial Instruction on Achievement in Seventh Grade Algebraic Linear Equations written by Muhammad S. Sajid and published by . This book was released on 1959 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Digital Communication and Learning

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Publisher : Springer Nature
ISBN 13 : 9811683298
Total Pages : 399 pages
Book Rating : 4.8/5 (116 download)

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Book Synopsis Digital Communication and Learning by : Anna Wing Bo Tso

Download or read book Digital Communication and Learning written by Anna Wing Bo Tso and published by Springer Nature. This book was released on 2022-04-12 with total page 399 pages. Available in PDF, EPUB and Kindle. Book excerpt: This edited book collects papers with perspectives from scholars and practitioners in Asia, Australia, and Europe to reveal the pros and cons, chances and challenges, constraints, and potential risks that educators and learners are facing as the new paradigm for communication and learning takes place, with a view to shedding light on the global education climate in the midst of the pandemic. Since the onset of the global pandemic, education has been revolutionized in almost every aspect. The emergency precautionary measures which were once supposed to be temporary school arrangements only have now become the new normal, reshaping our understanding of learning environments, redefining the pedagogic standards in terms of teaching practices, learning designs, teacher–student interaction, feedback, and assessment. Online teaching, distanced learning, flipped classrooms, and self-paced e-learning have all played an increasingly vital role in shaping a new education culture in various education settings, affecting school management, teachers, students, and parents alike. While ICT in education, alongside new media, has provided ample benefits and convenience for educators and students, communication and virtual lessons conducted in the socially distanced classroom appear to have brought issues such as the digital divide, e-mental health, insufficient technical support, inefficient classroom management, reduced interaction between teachers and students, not to mention the growing concerns over privacy and security.

Impact of Concept-based Mathematics Instructional Strategies on Seventh Grade Student Achievement

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Publisher :
ISBN 13 :
Total Pages : 101 pages
Book Rating : 4.:/5 (122 download)

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Book Synopsis Impact of Concept-based Mathematics Instructional Strategies on Seventh Grade Student Achievement by : Katherine Annette Lawley Ellsworth

Download or read book Impact of Concept-based Mathematics Instructional Strategies on Seventh Grade Student Achievement written by Katherine Annette Lawley Ellsworth and published by . This book was released on 2020 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a nation with declining enrollment in college math courses, it is important to examine how mathematics is being taught in the K-12 education system and to identify best practices. The purpose of this study was to examine the impact concept-based instructional strategies has on middle school student achievement in mathematics when integrated into the traditional mathematics curriculum. Participants included 424 seventh grade students from two middle schools. Students Measures of Academic Progress (MAP) Fall-to-Winter data 2018 prior to implementation was used a covariate and Fall-to-Winter data 2019 data during the implementation of concept-based instructional strategies integrated into the traditional math curriculum was used for the dependent variable. Student achievement was analyzed using an analysis of covariance (ANCOVA) and determine that there was a significant difference in math achievement when instruction is provided to student by teachers who have received professional development on concept-based instructional strategies. These findings have implications on teacher preparation, daily curricular instruction, and competitiveness for students in the global economy. Future research is suggested to determine impacts of concept-based instruction on students functioning above and below grade level, as well as teacher efficacy on implementing concept-based instruction for middle grades.

Middle School Mathematics Professional Development Impact Study

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Publisher :
ISBN 13 :
Total Pages : 205 pages
Book Rating : 4.:/5 (13 download)

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Book Synopsis Middle School Mathematics Professional Development Impact Study by : Michael S. Garet

Download or read book Middle School Mathematics Professional Development Impact Study written by Michael S. Garet and published by . This book was released on 2011 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student achievement in mathematics has been a focal concern in the United States for many years. The National Research Council's 2001 report and the recent report of the National Mathematics Advisory Panel (2008) both called attention to student achievement in mathematics, and both called for all students to learn algebra by the end of eighth grade. Reports have argued, further, that achieving this goal requires that students first successfully learn several topics in rational numbers--fractions, decimals, ratio, rate, proportion, and percent. These topics are typically covered in grades 4 through 7, yet many students continue to struggle with them beyond the seventh grade. The National Mathematics Advisory Panel wrote that--difficulty with fractions (including decimals and percent) is pervasive and is a major obstacle to further progress in mathematics, including algebra. The panel also specified that by the end of seventh grade, students should be able to solve problems involving percent, ratio, and rate, and extend this work to proportionality. The U.S. Department of Education's National Center for Educational Evaluation and Regional Assistance (NCEE)--within the Institute of Education Sciences--initiated the Middle School Mathematics Professional Development Impact Study to test the impact of a professional development (PD) program for teachers that was designed to address the problem of low student achievement in topics in rational numbers. The study focuses on seventh grade, the culminating year for teaching those topics and has three central research questions: (1) What impact did the PD program provided in this study have on teacher knowledge of rational number topics? (2) What impact did the PD program provided in this study have on teacher instructional practices? and (3) What impact did the PD program provided in this study have on student achievement in rational number topics? The study produced the following results: (1) The study's PD program was implemented as intended; (2) The PD program did not produce a statistically significant impact on teacher knowledge of rational numbers (effect size = 0.19, p-value = 0.15); (3) The PD program had a statistically significant impact on the frequency with which teachers engaged in activities that elicited student thinking, one of the three measures of instructional practice used in the study (effect size = 0.48); and (4) The PD program did not produce a statistically significant impact on student achievement (effect size = 0.04, p-value = 0.37). This report presents the study's findings after 1 year of implementing the PD in the treatment schools. A subsequent report will present findings after 2 years of implementing the PD. Chapter 1 presents an overview of the study. Chapter 2 describes the study design and its realization, including a description of the sample and tests of baseline equivalence of the treatment and control groups on observed characteristics. Chapter 3 describes the design and implementation of the PD program and the extent of service contrast between the treatment and control groups. Chapter 4 addresses the impact of the PD program on teacher knowledge, instructional practice, and student mathematics achievement. Chapter 5 provides several nonexperimental analyses that explore additional questions related to the impact findings. Appended are: (1) Data Collection; (2) Details of the Study Samples and Analytic Approaches; (3) Supplemental Information on the Design and Implementation of the PD Program; (4) Supporting Tables and Figures for Impact Analyses; and (5) Exploratory Analyses: Approaches and Additional Results. (Contains 9 exhibits, 9 figures, and 90 tables.).

The Effects of a Ninth Grade Mathematics Intervention on Academic Achievement and Perceptions of Mathematics

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Publisher :
ISBN 13 : 9781392234372
Total Pages : 348 pages
Book Rating : 4.2/5 (343 download)

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Book Synopsis The Effects of a Ninth Grade Mathematics Intervention on Academic Achievement and Perceptions of Mathematics by : Nicole T. Briatta

Download or read book The Effects of a Ninth Grade Mathematics Intervention on Academic Achievement and Perceptions of Mathematics written by Nicole T. Briatta and published by . This book was released on 2019 with total page 348 pages. Available in PDF, EPUB and Kindle. Book excerpt: