Download or read book The Associations of Student Acheivement and Classroom Practices Among Third Grade Teachers in Upper East Tennessee written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if an association existed between student achievement scores and classroom practices used among third-grade teachers in Upper East Tennessee. The variables included classroom environment, instructional context, and social context, employing developmentally appropriate practices (DAP). Teacher characteristics, including type of degree, highest degree, years of experience, level of DAP knowledge, and degree granting institution, were analyzed for characteristics influencing developmentally appropriate practices. The instrument, Assessment of Practices in Early Elementary Classrooms (APEEC), was used to gather information; the Tennessee Comprehensive Assessment Program (TCAP/CRT) Reading/Language and Mathematics scores were used to determine students achievement level. A demographic survey was used to collect teacher characteristic information. An initial analysis of data incorporated simple descriptive statistics in the form of frequency tables. Independent samples t tests, analyses of variance (ANOVAs), and Pearson Product moment correlation coefficients were used to determine if there were associations in DAP levels among teacher characteristics. Finally, one-way-analysis of variance assessed the associations between the dependent variables (TCAP/CRT scores) and independent variables (environment, instruction, and social context). The analysis of the data indicated that the majority of the third-grade teachers were certified in elementary education. Over half of the sample had masterÂs degrees or above. Six had not taught any grades except third. The third-grade teachers had less experience in teaching kindergarten and more experience in first and second grades. An independent-samples t test indicated no significant differences in APEEC scores between teachers with early childhood degrees and teachers with other degrees; no significant differences in APEEC scores between teachers with a bachelorÂs degree and teachers with.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Classroom Organizational Structures as Related to Student Achievement in Upper Elementary Grades in Northeast Tennessee Public Schools written by and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: School systems throughout the United States are obligated to meet requirements established by federal law and benchmarks established by state governments in student achievement. Therefore, understanding how children learn and the impact of learning environments may be factors in obtaining annual yearly progress (AYP) and improving student achievement. This study contributes to current research identifying teacher perceptions of learning practices and organizational structures needed to improve student achievement in upper elementary grades in public schools. The purpose of this study was to identify if associations exist between classroom organizational structures and student achievement (CRT/TCAP) scores. Quantitative data were used to distinguish grade organization in relation to student achievement using standardized test data. Demographic data were collected from 67 returned surveys representing six school systems in Northeast Tennessee. The statistical analysis revealed no significant differences in fourth and fifth grade student achievement scores in language arts, science, and social studies between students in self-contained and departmentalized classrooms. Although fourth grade students revealed no differences in math, fifth grade students had significant differences in 3 achievement math scores between those students in self-contained and departmentalized classrooms favoring departmentalized classrooms. Further analysis revealed no differences in student achievement scores for fourth and fifth grade students between teachers who favor and those who do not favor departmentalized or self-contained classrooms. The recommendations from this study include the use of a similar study to incorporate more school systems with a larger sample of teachers.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Establishing Growth Mindset Teaching Practices as Part of the Third Grade Math Curriculum to Increase Math Self efficacy Math Mindset and Student Achievement written by Rebecca Ann Castiglione and published by . This book was released on 2019 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods action research dissertation examines the effects of implementing growth mindset teaching practices in third grade math as a means to improve student math self-efficacy, math mindset and student achievement. Since the transition to the Pennsylvania Core Standards, students across the state including those in this district have been experiencing a decrease in math achievement in grades three through eight according to the Pennsylvania System of School Assessment (PSSA) the standardized achievement test all public school students take. Locally, traditional interventions such as worksheets, boxed programs, computer-based programs and extra practice have not yielded gains so this intervention focused on developing growth mindset teaching practices in math to answer four research questions. Framed in Dweck's Implicit Theories of Personal Attributes (1995), Bandura's description of self-efficacy (1997) and Hall and Hords' work with teachers in bridging research into practice (2011), this study used Jo Boaler's, Mathematical Mindset (2015) in a book study with the third-grade teachers. The dissertation study analyzed pre and post survey data from the third-grade class (n=57) on both mindset and self-efficacy. The study also analyzed pre and post survey data from the teachers (n=2) on mindset along with pre and post intervention interviews with the teachers. Qualitative and quantitative data analysis revealed the intervention had a positive effect on teacher mindsets and practices, a positive effect on student mindsets and a positive effect on student math self-efficacy. While the study did not reveal the intervention to have a positive impact on student achievement at this time, previous research included in the literature review cites improvement in student achievement through developing growth mindset thinking. This gives reason to predict that with more time, these students will experience improved achievement in math. Implications from this study include that we should train all math teachers in incorporating growth mindset practices, and that administrators should build the bridge between research and practice for teachers as they implement new teaching practices in effort to positively affect student performance.
Download or read book Learning and Teaching written by Donald P. Kauchak and published by Allyn & Bacon. This book was released on 2007 with total page 484 pages. Available in PDF, EPUB and Kindle. Book excerpt: This substantially revised Fourth Edition represents one of the most up-to-date, research-based methods texts available today. This text has two specific goals: to change how teachers think about teaching and to change how they actually teach. Solidly grounded in research, the text describes practical methods in a clear, readable manner with numerous case examples and offers suggestions for applying those methods in today's diverse school environments. Kauchak and Eggen organize their discussion around three important themes in education: diversity, motivation, and technology.
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 The Impact of Differentiated Instructional Strategies on Reading and Math Achievement for Third Grade Students written by Renee Ingram Garriss and published by . This book was released on 2008 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Elementary School Structures written by Larry Dwayne Ponder and published by . This book was released on 2013-01-16 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Elementary third and fourth grade classrooms were found to be primarily structured in two configurations. Self-contained classrooms are structured with one teacher teaching all academic subjects to his or her students and departmentalized classrooms are structured with two teachers teaching a portion of the academic subjects to two classrooms. These structures were found to coexist in one large urban district with whole schools operating under the self-contained structure or departmentalized structure. A review of the literature found that proponents of each of these structures have existed in American schools for more than seventy years and support for each has been sustained. Utilizing ex post facto research methodology, this quantitative study gathered benchmark and state testing data in mathematics and science to identify patterns in achievement based on classroom structures. Data were analyzed utilizing factors of gender, ethnicity, and program participation in English as a second language (ESL), bilingual, and gifted and talented (GT) programs. It was found that students in fourth grade performed significantly better in departmentalized classrooms for mathematics, third grade bilingual students performed significantly better in departmentalized classrooms for mathematics, fourth grade female ESL and bilingual students performed significantly better in self-contained classrooms for mathematics, and fourth grade bilingual students performed significantly better on one science assessment in self-contained instructional settings.
Download or read book A Comparison Study of Three Third Grade Math Teachers written by Beth A. Germano and published by . This book was released on 2004 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Learning and Affective Issues Among Higher and Lower achieving Third graders in Math Reform Classrooms written by Lauren Anne-Frances Murphy and published by . This book was released on 1998 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This purpose of this study was to investigate learning and affective issues among children at different places along the achievement spectrum in math reform classrooms. Most of the data were collected in 3 heterogeneous third-grade classrooms in which the Everyday Mathematics curriculum was in use. Teachers were also surveyed in one urban and in one suburban district where the curriculum had been adopted. Data sources included videotapes of mathematics lessons, student achievement data, student interviews, a standardized measure of self-esteem, parent surveys, parent interviews, collaborative meetings with teachers, teacher surveys, and ratings of students. First, differences were found among the lower-, middle-, and higher-achieving students in several areas including participation in discussion, math anxiety, self-esteem, achievement, and self-confidence in math. Second, in the area of traditional versus alternative solution procedures for addition and subtraction, results suggest that many children are learning alternative methods in much the way as children traditionally learn traditional methods---without conceptual understanding. It was found that 70% of the students preferred to solve subtraction problems using the traditional method. The lower-achieving students demonstrated very limited success with alternative strategies. Third, the finding that all of the lower-achieving students in the sample were members of racial/ethnic minority groups and most were from lower socioeconomic backgrounds indicates that a combination of broader policy, curricular, and teacher efforts is required to meet the needs these children adequately. It is also important to note that not all minority children were in the lower-achieving group. Recommendations for educators, curriculum publishers, and policy makers are set forth.
Download or read book A Study of Associations Between Third Grade Tennessee Comprehensive Assessment Program Scores and Subsequent Scores in a Rural Tennessee School District written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to examine the associations and differences that exist in the NCE scores of students on the Terranova portion of the Tennessee Comprehensive Exam, as well as the possible influence of variables such as initial scores, grade level, gender, and free or reduced lunch status. The population consisted of a stable group of 49 students enrolled in a rural Tennessee school district reported to have taken the annual assessment at the same school as they progressed from 3rd to 8th grade during the 1999 to 2004 school years. The study focused on the performance of students over a six year period. The analysis focused on eight research questions. The independent variables for the study were gender, socioeconomic status and grade level (test score reporting year). The dependent variables consisted of TerraNova value-added scores (NRT) and proficiency scores (CRT) translated to Normal Curve Equivalent (NCE) scores on the Reading / Language Arts and Mathematics portion of the TCAP. A combination of t test for independent samples, examination of effect size utilizing eta square (η2), and an analysis of data to determine correlation coefficient using Pearsonâs product moment coefficients (r) were used in 50 hypotheses. Statistically significant results were discovered in the following instances: studentsâ 3rd grade Math scores and the same studentsâ4th, 5th, 6th, 7th, and 8th grade Math scores; 5th, 6th, 7th and 8th grade Reading/Language Arts scores and free/reduced lunch status; 3rd, 4th, 5th, and 6th grade Math scores and free/reduced lunch status; 3rd grade Reading/Language Arts scores and the same studentsâ3rd, 4th, 5th, 6th, 7th, and 8th grade Math scores; 3rd, 5th, 6th, 7th, and 8th grade Reading / Language Arts scores and student gender; 5th and 6th grade Math scores and student gender; 2002 and 2003 mean gain scores and student gender.
Download or read book Collective Bargaining in Education written by Jane Hannaway and published by . This book was released on 2006 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines the impact of collective bargaining by teachers on public education.
Download or read book Third Grade Teachers Views and Perceptions of the Participation of Students with Disabilities in Statewide Testing written by Ann Francis McVey and published by . This book was released on 2008 with total page 368 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study was designed to gain an in-depth understanding of the views and perceptions of third grade teachers regarding the participation of students with disabilities in statewide testing. This phenomenological study was prompted by the testing and accountability mandates under No Child Left Behind. Three questions guided this study. First, what are the views and perceptions of third grade teachers regarding the participation of students with learning and language disabilities in statewide testing? Second, what are teachers' perceptions of the intended outcome of increased student achievement? Third, what are the unintended outcomes of statewide testing?Research for this study was conducted with ten third grade general education teachers. Interviews were completed according to a semi-structured format. The interviews were recorded, transcribed, and analyzed. Several themes emerged from the analysis of data including testing experience, level of achievement, impact on curriculum, impact on instruction, number of identified students, and instructional setting.The teachers in this study reported that the testing experience for students with disabilities was not always positive. Teachers shared that students with disabilities are often overwhelmed by the testing experience. For the most part, teachers felt that a single standardized test score was not an appropriate measure of a student's level of achievement. Teachers did not feel as if the achievement gap between students with disabilities and students without disabilities was closing. All teachers viewed their curriculum as better aligned to Ohio's Content Standards as a result of mandated testing. They shared mixed results regarding whether the curriculum had expanded or narrowed. Teachers reported that their instructional strategies had changed and that teaching was not as fun for them or for their students as it had once been. More students with disabilities are receiving their instruction in the general education classroom. Most teachers predicted a decline in the number of students identified as having a disability, even though most reported that student needs have increased.The data in this study indicated a need to examine current educational practices. Recommendations for further study include: (a) rethink the school game, (b) examine educational training, and (c) evaluate methods of assessing achievement
Download or read book School Family and Community Partnerships written by Joyce L. Epstein and published by Corwin Press. This book was released on 2018-07-19 with total page 508 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
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 2004 with total page 524 pages. Available in PDF, EPUB and Kindle. Book excerpt:
