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Book The Effect of Portfolio Use on Mathematics Achievement in Sixth Grade

Download or read book The Effect of Portfolio Use on Mathematics Achievement in Sixth Grade written by Maurine Michele Goubeau and published by . This book was released on 1998 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines if the use of mathematics portfolios would enable sixth-grade students to perform at a higher level of achievement in mathematics.

Book The Effects of Portfolio Assessment on Student Achievement and Individual Perceptions of Math Ability in a Second Grade Classroom

Download or read book The Effects of Portfolio Assessment on Student Achievement and Individual Perceptions of Math Ability in a Second Grade Classroom written by Jacinta Johnson and published by . This book was released on 1998 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Effects of Ability Grouping on Math Achievement of Third Grade Students

Download or read book Effects of Ability Grouping on Math Achievement of Third Grade Students written by Emily Thomas and published by . This book was released on 2014 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effects of heterogeneous and homogeneous grouping on the mathematical achievement of students in third grade. Participants were 16 third graders in a self-contained classroom, assigned to either small homogeneous or heterogeneous group for math instruction for 7 weeks. Pretest-posttest scores and growth of students in both groups were statistically analyzed to determine effect on student achievement. Results indicate that there was no statistically significant difference in effect on student math performance between the heterogeneous and homogeneous grouping types. Both grouping types resulted in comparable academic gains for students. There was not a significant difference between the two groups. Classroom implications are discussed.

Book The Effects of Curriculum Alignment on the Mathematics Achievement of Third grade Students as Measured by the Iowa Tests of Basic Skills

Download or read book The Effects of Curriculum Alignment on the Mathematics Achievement of Third grade Students as Measured by the Iowa Tests of Basic Skills written by Felicia Moss Mitchell and published by . This book was released on 1998 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Third Grade Mathematics Discussions the Effect of Communication on Student Achievement

Download or read book Third Grade Mathematics Discussions the Effect of Communication on Student Achievement written by Suzanna L. Price and published by . This book was released on 2005 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Contribution of Mathematics Instructional Quality and Class Size to Student Achievement for Third Grade Students from Low Income Families

Download or read book The Contribution of Mathematics Instructional Quality and Class Size to Student Achievement for Third Grade Students from Low Income Families written by Eileen G. Merritt and published by . This book was released on 2011 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: Classroom observational measures can provide information about high quality student-teacher interactions, allowing researchers to consider the impacts of these practices on student outcomes. Such measures can take a "process-oriented approach" that considers the nature of interactions between teachers and students, such as the sensitivity of teachers' interactions with students, teachers' effective management of the classroom, and the depth of instruction and quality of feedback given to students--all processes that have been linked to achievement gains (Pianta, Belsky, Houts & Morrison, 2007; Pianta & Hamre, 2009; Ponitz, Rimm-Kaufman, Brock & Nathanson, 2009). Alternatively, observational measures can take a "domain-specific approach" that considers teachers' practices that support information processing in specific subject-areas, such as mathematical problem solving. Seidel and Shavelson conducted a recent meta-analysis that examined the effects of teaching on student learning, considering both domain-specific and process-oriented approaches to teaching in K-12 classrooms. They found that domain-specific processes had larger effects (d = 0.41) on cognitive outcomes in elementary classrooms than all other factors (Seidel & Shavelson, 2007). The present study combines process-oriented and domain specific approaches, using a newly developed measure: the Mathematics Scan (M-Scan) Measure of Mathematics Instructional Quality (Berry, Rimm-Kaufman, Ottmar, Walkowiak & Merritt, 2011). Three primary research questions guided the authors' analyses: (1) What is the contribution of mathematics instructional quality to achievement for low-income students? The authors hypothesized that mathematics instructional quality is a strong predictor of mathematics instructional quality for low-income students, even after controlling for prior achievement, class-size, peer ability level, teachers' experience, and teachers' content knowledge, (2) What is the relative contribution of classroom ability level beyond classroom quality and class size in predicting achievement for low-income third grade students? The authors hypothesized that classroom ability level would contribute to achievement above and beyond mathematical instructional quality and other classroom factors, and (3) Does class size make a difference above and beyond instructional quality and classroom ability level in predicting achievement for low-income third grade students? Their hypothesis was that class size was significantly related to achievement above and beyond mathematics instructional quality and classroom ability level. This research reports the following findings: (1) The authors found that mathematical instructional quality was significantly related to third grade achievement for students from low-income families. For every one point higher a teacher scored on the M-Scan, students scored approximately 12 points higher on a third grade achievement test. Mathematical instructional quality explains 8% of the classroom level variance and 0.4% of the total variance in student achievement after controlling for student prior achievement, teachers' content knowledge, class size, classroom ability level, and teachers' experience level; (2) Results showed the classroom ability level was not a significant predictor of student achievement with all of the other variables in the model. This suggests that when students are offered the same level of instructional quality, teacher content knowledge, teacher experience, and have similar class sizes, the ability level of peers is not significant; and (3) Class size was a significant predictor of achievement for students from low-income families. For every 3 fewer students in a classroom, students scored 11 points higher on the third grade achievement test. Class size explained 28% of the classroom level variance and 3% of the total variance in achievement above and beyond the other variables in the model. Findings suggest the importance of mathematics instructional quality and smaller class size among students from families with low income. Interventions that support teacher improvement in standards-based mathematics may hold promise in efforts to reduce the achievement gap. Appended are: (1) References, and (2) Tables and figures.

Book The Effects of Teacher Stability on Third Grade Student Achievement as Measured by the North Carolina End of grade Tests in Reading and Mathematics

Download or read book The Effects of Teacher Stability on Third Grade Student Achievement as Measured by the North Carolina End of grade Tests in Reading and Mathematics written by Juddson W. Starling and published by . This book was released on 2009 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation examined the effects of teacher stability on student achievement as measured by the North Carolina end-of-grade tests in reading and mathematics for third grade students. The perceptions of third grade teachers and elementary school principals concerning issues with teacher stability were also examined. Accountability for public schools in North Carolina has driven educators to find ways to increase student achievement. Teacher stability is a variable that can be controlled by educators in an attempt to increase student achievement. -- The writer gathered test data from a school district in the central piedmont area of North Carolina (p. 28) and analyzed test scores by the number of years that a teacher had taught third grade in a school. The levels of stability were measured by the teaching of third grade in a school for three years, more than three years, or less than three years. Surveys were also given to third grade teachers and elementary school principals to measure their perceptions of the effects of teacher stability on student achievement and on the school as a whole. -- Analysis of the data revealed that there was a positive difference in the mean scale scores on both the reading and mathematic end-of-grade tests when teacher stability was considered. The analysis of the survey data showed that both third grade teachers and elementary school principals perceived that teacher stability was a factor in student achievement and had a positive impact on school culture and climate.

Book The Impact of an Integrated Math and Science Curriculum on Third Grade Students Measurement Achievement

Download or read book The Impact of an Integrated Math and Science Curriculum on Third Grade Students Measurement Achievement written by Karen H. Adamson and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the impact of a hands-on science curriculum, which integrates mathematics and supports the development of English language skills, on third grade students2 mathematics achievement - specifically the measurement subscale of the statewide assessment. The data draws from a larger 5-year research project consisting of reform-based science curriculum units and teacher workshops designed to promote effective instruction of science while integrating mathematics and supporting English language development. The third grade curriculum places a strong emphasis on developing measurement skills in the context of scientific investigations. Third grade students2 performance on the measurement subscale of the statewide mathematics assessment at experimental and comparison schools were examined using a hierarchical linear model (HLM). Students participating in the treatment performed significantly higher than students at comparison schools. The results of this study provide evidence that an integrated approach to math and science instruction can benefit diverse populations of students.