Search results for: Mathematics achievement
Page 1/2 17 items
Do Student Achievement Outcomes Differ Across Teacher Preparation Programs? An Analysis of Teacher Education in Louisiana
This study describes the output of 1 year’s analyses of a systematic approach to examining student achievement outcomes for recent program completers across teacher preparation programs (TPPs) in Louisiana. Results demonstrated considerable overlap in CI between programs, with some programs having coefficients whose CI did not overlap with substantive anchors such as the average new teacher or the average experienced certified teacher in that content domain with either a 68% or a 95% CI.
Updated: Dec. 21, 2015
School Segregation and Math Achievement: A Mixed-Method Study on the Role of Self-Fulfilling Prophecies
The purpose of this study is to integrate research on the effects of school segregation with that on self-fulfilling prophecies by examining the mediating role of teacher expectancies regarding the impact of school composition on pupils’ math achievement. The analysis shows that teachers’ teachability expectations are lower in schools with a high share of nonnative and working-class pupils and that these teachability expectations have an indirect impact on pupils’ achievement through pupils’ feelings of academic futility. The findings also reveal that the low teacher expectations in these schools are largely triggered by alleged linguistic deficiencies and problematic language use of the pupils and that school staff persistently communicate their preference for Dutch monolingualism to pupils.
Updated: Nov. 19, 2014
The current paper examines the impact of implementing module‐based professional development for teachers (MBPDT) in the Philippines. Findings revealed that the experimental group of teachers had greater professional content knowledge compared with the control group after five weeks of implementing MBPDT. However, the experiment did not yield significant effects on the teachers’ commitment levels or on their pupils’ mathematics proficiency levels.
Updated: Aug. 28, 2012
The Effects of Sustained Classroom-Embedded Teacher Professional Learning on Teacher Efficacy and Related Student Achievement
The current article reports on the impact of a classroom-embedded professional learning program for mathematics teaching in two contrasting districts in Canada. Furthermore, the article explores the relationship between teacher efficacy and student achievement. The analysis of data revealed that the two districts reported learning very different things from the professional learning opportunity.
Updated: Apr. 14, 2011
Teacher Effects and the Achievement Gap: Do Teacher and Teaching Quality Influence the Achievement Gap Between Black and White and High- and Low-SES Students in the Early Grades?
In this study, the authors explore the extent to which specific aspects of teacher quality and teaching quality influence mathematics achievement growth and the achievement gap between White and Black students and low- and high-SES students in kindergarten and first grade. The authors found that lower achieving students are initially assigned to teachers who emphasize basic instruction. Furthermore, the authors found that higher achieving students are assigned teachers who emphasize more advanced instruction.
Updated: Nov. 28, 2010
This review evaluates the role of language in explaining the relatively superior performance of Chinese and other East Asian students in cross-national studies of mathematics achievement. The review (a) provides equivocal findings about the extent to which number words in the Chinese language afford benefits for mathematics learning; and (b) indicates that cultural and contextual factors are gaining prominence in accounting for the superior performance of East Asian students in cross-national studies.
Updated: Nov. 02, 2010
The purpose of this study is to determine the mathematical background, beliefs, and perceptions of future intervention specialists. The participants were 26 students enrolled in a graduate program leading to an initial license in special education in an institution of higher education in southwestern Ohio. The results indicate a disconnect between the participants' perceptions of their ability to provide math instruction and their limited mathematical background as measured by mathematical courses completed at the undergraduate level and by the Ohio Achievement Test-Practice Eighth Grade Mathematics.
Updated: Oct. 26, 2010
This study examines how high school graduates got to where they were in terms of mathematics attainment. In addition, the study explored what factors might predict students’ attainment and their growth trajectories in mathematics during secondary school years. The study uses a three-level longitudinal and multilevel modeling framework to address the key research questions.
Updated: May. 30, 2010
Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components
The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. All instructional components except for student feedback with goal-setting and peer-assisted learning within a class resulted in significant mean effects. The authors also examined the effectiveness of these components conditionally, using hierarchical multiple regressions.
Updated: Nov. 30, 2009
The article illustrates the aspects of powerful professional learning through three pedagogical tools that emerged from a content analysis of a large data set of the Numeracy Development Project. Since 2000, more than 25,000 teachers and 690,000 students in English-medium and Māori-medium (indigenous) settings have participated in the project. The content analysis identified three pedagogical tools that participants describe as improving their mathematics knowledge and practice: the number framework; the diagnostic interview and the strategy teaching model.
Updated: Sep. 16, 2009