Download or read book A Study of Teachers Efficacy and Strategies Used to Enhance Student Performance on the Missouri Assessment Program Tests written by Theresa Rosa Jamison and published by . This book was released on 2004 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comparison of Student Achievement Based Upon Participation in the Enhancing Missouri s Instructional Networked Teaching Strategies Project as Measured by the Missouri Assessment Program written by William Dean Bratberg and published by . This book was released on 2002 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if there was a significant difference in the Missouri Assessment Program (MAP) scale scores of third and fourth grade students in the enhancing Missouri's instructional networked teaching strategies (eMINTS) classrooms and third and fourth grade students not in eMINTS classrooms in the Farmington R-7 School District, Farmington, Missouri during the 2000-2001 school year. The population for this study was the third and fourth grade students in the Farmington R-7 School District during the 2000-2001 school year. Due to the population size and accessibility, data were collected from the entire population. This study used a quasi-experimental, non-equivalent group design using a posttest only analysis. An analysis of variance (ANOVA) was used to determine if the two groups of students, third and fourth grade students participating in eMINTS classrooms and third and fourth grade students not participating in eMINTS classrooms, had statistically different MAP scores. An ANOVA was also utilized to determine if there was significant difference in the MAP scale scores for third and fourth grade students who qualified for participation in the Federal free or reduced lunch program and students who did not qualify. A Chi-square test was used to determine if the observed number of students falling into the top two and the bottom two performance levels of the MAP for the eMINTS group was significantly different than the expected number. Data analyses conducted during this study suggested that there appeared to be no relationship between a student's placement in an eMINTS classroom in the Farmington R-7 School District during the 2000-2001 school year and achievement. Second, a statistical difference was observed among the MAP scale score means of Federal free or reduced and Federal non-free or reduced lunch status student groups. Students in the non-free or reduced lunch group scored significantly higher on the MAP than students in the free or reduced lunch status group. Finally, when student achievement was categorized by performance level the distribution of observed counts of the eMINTS students' performance levels was not significantly different than what would be expected.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-10 with total page 594 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impact of Systematic Professional Development on Selected Areas of Student Performance in Selected Missouri School Buildings written by Clifford J. Carver and published by . This book was released on 2008 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: With the constraints under the No Child Left Behind Act, schools face the challenges of meeting extremely high standards with students. Recent research generally focuses on the role of professional development in school reform. Although a great deal has been written on the topic of professional development, the empirical literature on the topic is much less extensive. Few studies have actually documented its impact on student achievement. The purpose of this study was to determine the impact of systematic professional development on selected areas of student performance in selected Missouri school buildings. This research study was quantitative in nature and geared toward aiding school districts in making well-informed decisions regarding the impact of professional development on student achievement. This study examined four reform grants that required professional development. These grants included the Reading First Grant, "enhancing Missouri's Instructional Networked Teaching Strategies" (eMINTS), Comprehensive School Reform, and High Schools That Work. The Missouri Assessment Program and the American College Test scores were examined through univariate two-way analysis of variance of the differences in schools that participated in specific reform grants and those that did not participate. Achievement data gathered from all 524 Missouri school districts included the following: Missouri Assessment Program scores in third, seventh and eleventh grades in Communication Arts; third and seventh grades in Reading Proficiency; fourth, eighth and tenth grades in Mathematics, and the American College Test composite scores. Where initial significance was not found, an analysis of variance was used to study effects for the independent variables of enrollment, free and reduced lunch percentage and per pupil expenditure. The study found a number of significant interactions. A primary finding was the strong correlation between the Reading First grant and its impact on third grade Communication Arts and Reading Proficiency MAP scores. The results of this investigation have implications for all educators and school districts involved in professional development and reform. This research could assist educators in selecting reform models that require staff development programs that impact student achievement.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Research in Education written by and published by . This book was released on 1974 with total page 1262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Predictive Model for Performance on the Missouri Assessment Program from Scores on the Missouri Assessment Program written by Jaysa Hartman and published by . This book was released on 2015 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was completed to find if there is a significant difference in student achievement when the schools professionals are implementing professional learning communities. Research shows that giving teacher the time and resources to collaborate in a Professional Learning Community will have a direct effect on student achievement. This is a study of one school in Missouri who recently began implementing professional learning communities. All data was found from the DESE website. The data used was from the 2013 and 2014 school year in the third through fifth grades. The study looks at Communication Arts and Mathematics scores on the Missouri Assessment Program. After compiling and reviewing the findings of the study, current research and literature and statistical data from this state it is found that there is not a difference in student achievement when Professional Learning Communities are implemented. A school whose staff works as a functioning Professional Learning Community are performing better on the Missouri Assessment Program.
Download or read book Secondary Mathematics Teacher Collaboration in a Professional Learning Community written by Jay Brian Roth and published by . This book was released on 2007 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Predictive Model for Performance on the Missouri Assessment Program from Scores on the Performance Series Assessment written by Caitlin Davis DeSalvo and published by . This book was released on 2015 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was completed to find if there is a predictive model for performance on the Missouri Assessment Program from scores on the Performance Series Assessment. When considering ones methods of teaching, the varying learning styles should be of utmost consideration. If learning styles and methods of teaching are taken into consideration, it will inevitably affect how students perform on the end of year MAP assessment. The study was conducted by accessing student data via the school district's INFORM database. After reviewing both Performance Series and MAP test scores, they were inputted into A Statistical Package to complete a Simple Linear Regression analysis. Findings in this study show that there is a predictive model for the Communication Arts MAP test based upon how a student performs on the periodic Communication Arts Performance Series assessment throughout the school year. The reasoning behind this is not pinpointed in this study, but differing brain makeup and learning styles are obvious attributes. After compiling the data that resulted in the findings aforementioned, researching current literature, it is found that there is a predictive model for a student's score on the MAP test following the review of their previous performance on the Performance Series assessment.
Download or read book A Study to Determine how Teachers in Missouri Have Been Affected by the Movement Toward Greater Accountability for Student Performance Through Use of the MAP Tests written by Russell E. Brock and published by . This book was released on 2002 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Missouri s Educator Evaluation System and Its Efforts to Increase Teacher and Leader Effectiveness written by Paul J. Katnik and published by . This book was released on 2014 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: This pilot project study explored the relationship between the newly created Educator Evaluation System by the Department of Elementary and Secondary Education in Missouri and a change in the professional performance of teachers and leaders. In particular, it addressed whether the process articulated in the state's new model resulted in a positive change in an educator's performance ultimately leading to improvements in student learning. A detailed review of the state's model is provided along with the research that supports the need for each step in the process. The pilot project conducted is described and data are reviewed from the participating districts in the pilot. The pilot district data offered in this study demonstrates that a majority of those teachers and administrators who participated in the pilot and used the state's model showed some measure of growth in their professional performance. In fact, well over 90% of those teachers and administrators who participated in the pilot project experienced a positive change in their professional performance, regardless of the particular indicator on which they focused. While traditionally educator evaluation based determinations and ratings of performance primarily from observation data, the Missouri Educator Evaluation System draws from multiple sources. These multiple sources are categorized into three professional frames: commitment, and impact. The commitment frame considers the quality of the teacher in terms of their credentialing, preparation and other similar artifacts indicative of a high quality teacher. The frame considers the quality of the teaching and is gathered through the traditional approach of observation. The impact frame looks at outcome data or the results that occur. All three frames work interdependently to establish a measure of effectiveness. A positive change in an educator's professional performance, as demonstrated by an overwhelming number of teachers and administrators who participated in the pilot project study, requires support by evidence in all three frames. Specifically for teachers, and for some indicators for the administrator, the evidence from the impact frame includes student performance data. The results from this pilot project study demonstrated that a positive change in a teacher's professional performance is accompanied by a positive change in the learning of their students.
Download or read book The Parents as Teachers Program in Missouri and the Resulting Difference in Academic Effects for Fifth and Sixth Grade Students written by Jill Arnold and published by . This book was released on 2012 with total page 111 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to No Child Left Behind legislation, state education officials are increasing programs and funding for early childhood interventions. Missouri's Parents as Teachers Program (PAT) is one such program that works to increase students' academic achievement in school and on standardized tests. This study explored one Missouri school district's academic achievement for current fifth- and sixth-grade students on the kindergarten entry screening, the Developmental Indicators for the Assessment of Learning Third Edition (DIAL-3), and the Missouri Assessment Program's (MAP) third and fourth grade Communication Arts test. The research employed a causal-comparative research design that matched 89 PAT participants with 89 non-PAT participants on three designated characteristics. Two-tailed t tests with a 0.05 alpha level were utilized in the analysis of this study. The results of this study found that PAT participants did score higher on all of the assessments, but the score difference between PAT participants and the non-PAT participants was not significant.
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Missouri Mega General Science Exam Success written by Lewis Morris and published by Independently Published. This book was released on 2018-12-30 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: Now you can instantly improve your score on the Missouri Science Teacher ExamEver wonder why learning comes so easily to some people? This remarkable book reveals a system that shows you how to learn faster, easier and without frustration. By mastering the hidden language of the exam, you will be poised to tackle the toughest of questions with ease. We've discovered that the key to success on the Missouri Science Teacher Exam lies with mastering the Insider's Language of the subject. People who score high on their exam have a strong working vocabulary in the subject tested. They know how to decode the exam vocabulary and use this as a model for test success. People with a strong Science Insider's Language consistently: Perform better on the Missouri Educator Gateway Assessments General Science Exam Learn faster and retain more information Feel more confident in their preparation Perform better in the classroom Gain more satisfaction in learning The Missouri MEGA Science Teacher Certification Exam success guide focuses on the exam's Insider's Language. It is an outstanding supplement to a traditional review program. It helps your preparation for the exam become easier and more efficient. The strategies, puzzles, and questions give you enough exposure to the Insider Language to use it with confidence and make it part of your long-term memory. The Missouri MEGA Science Teacher Exam Success Guide is an awesome tool to use before a course of study as it will help you develop a strong working Insider's Language before you even begin your review. Learn the Secret to Success on the Missouri MEGA Science Exam. After nearly 20 years of teaching we discovered a startling fact: Most students didn't struggle with the subject, they struggled with the language. It was never about brains or ability. His students simply didn't have the knowledge of the specific language needed to succeed. Through experimentation and research, he discovered that for any subject there was a list of essential words, that, when mastered, unlocked a student's ability to progress in the subject. We called this set of vocabulary the "Insider's Words." When he applied these "Insider's Words" the results were incredible. His students began to learn with ease. He was on his way to developing the landmark series of Books and applications to teach this "Insider's Language" to students around the world. Our books and applications are helpful to any student. They are especially helpful to struggling students, English language learners, and students beginning a course of study. The strongest students will also enjoy the puzzle and game aspect of the books. In all cases, the books provide an enjoyable break from the tedious and mundane experience of traditional test preparation. Get your copy today!
Download or read book American Educational Research Association Annual Meeting Program written by American Educational Research Association and published by . This book was released on 2007 with total page 564 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Current Index to Journals in Education written by and published by . This book was released on 1998 with total page 908 pages. Available in PDF, EPUB and Kindle. Book excerpt:
