Search results for: Academic achievement
Page 5/9 86 items
The purpose of this study was to examine the schooling experiences of five Black college reentry mothers. This study also aimed to explicate the ways in which the participants theorize and make meaning of the complexities of their lives, particularly in regard to the intersections of race, college reentry, and motherhood. The findings reveal that the participants believed their college reentry served as counterpoint to the three stereotypes about Black mothers discussed in this article: the mammy, the matriarch, and the welfare mother/welfare queen.
Updated: Feb. 26, 2013
Race, Poverty and SAT Scores: Modeling the Influences of Family Income on Black and White High School Students’ SAT Performance
This research examine the association of family income with SAT performance. Results suggest the effects of family income on SAT scores are substantial, non-linear, and nearly twice as large for Black students.
Updated: Feb. 26, 2013
In this article, the authors report on a conceptual framework developed for identifying and analyzing mathematical features of classroom work. The authors describe their method, including how the authors synthesized the literature on mathematics instruction in classrooms and how they developed their coding scheme. Next, the authors share their conceptualization of the mathematical quality of instruction (MQI) by providing coding guidelines for particular constructs and by illustrating the application of specific codes to two example lessons.
Updated: Aug. 21, 2012
In this article, the authors examined the relationship between mentees’ perceptions of success with the mentoring relationship, and their achievement of the intended outcomes of the program. To examine the complexity of the relationship that can exist between students' satisfaction and students' learning, the authors report data from their own work with high school social studies students. Analysis of survey and interview data collected from mentees showed that they appreciated different experiences than those that led to the outcomes intended by the program designers.
Updated: Jun. 18, 2012
How Context Matters in High-Need Schools: The Effects of Teachers’ Working Conditions on Their Professional Satisfaction and Their Students’ Achievement
In this article, the authors examine how working conditions predict both teachers’ job satisfaction and their career plans. The authors found that measures of the school environment explain away much of the apparent relationship between teacher satisfaction and student demographic characteristics. The conditions in which teachers work matter a great deal to them and, ultimately, to their students. Teachers are more satisfied and plan to stay longer in schools that have a positive work context, independent of the school’s student demographic characteristics.
Updated: May. 28, 2012
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement: A Meta-Analytic Approach
The authors investigated the associations between affective qualities of teacher–student relationships (TSRs) and students’ school engagement and achievement by using a meta-analytic approach. Overall, associations of both positive and negative relationships with engagement were medium to large, whereas associations with achievement were small to medium.
Updated: Apr. 24, 2012
The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research
The current review critically examines 15 empirical studies, conducted since the mid-1980s, on the effects of support, guidance, and orientation programs—known as induction—for beginning teachers. Most of the studies reviewed provide empirical support for the claim that support and assistance for beginning teachers have a positive impact on three sets of outcomes: teacher commitment and retention, teacher classroom instructional practices, and student achievement.
Updated: Apr. 24, 2012
Knowledge Expectations in Mathematics Teacher Preparation Programs in South Korea and the United States: Towards International Dialogue
This study explores social expectations around adequate knowledge for prospective secondary mathematics teachers in South Korea and the United States. The authors selected a sample of 49 teacher preparation institutions in South Korea and the United States. The findings suggest that transnational commonalities and national differences exist simultaneously, and examining both is necessary to better understand teacher knowledge.
Updated: Apr. 01, 2012
Assessing Neighborhood Racial Segregation and Macroeconomic Effects in the Education of African Americans
The triangulated approach of this review assesses (a) the association of a neighborhood’s racial segregation and low level of economic resources to less academic success, (b) whether certain neighborhood social processes lower children’s educational performance, and (c) if residential opportunity leads to improvements in educational performance after children leave impoverished and segregated neighborhoods for integrated and middle-class areas.
Updated: Mar. 14, 2012
Knowing How to Know: Building Meaningful Relationships Through Instruction That Meets the Needs of Students Learning English
In this article, the authors wish to highlight the need for teachers to build healthy and productive relationships with students while at the same time finding ways to provide them with more effective instruction and programming. Accordingly, the authors present a synopsis of what scholars know about helping preservice teachers learn about students learning English. Finally, the authors provide some specific exercises and procedures that they have employed to help preservice teachers move in the direction of learning about and developing relationships with students.
Updated: Feb. 21, 2012