Download or read book The Effects of Positive School Engagement on Math and Reading Achievement in Midwestern Suburban Middle School Students written by Heather C. Phipps and published by . This book was released on 2011 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of the Math Workshop Model on Middle School Classroom Instruction and Student Achievement in a Southeast Suburban School District written by Crystal Heyward Gantt and published by . This book was released on 2020 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators are faced with diverse populations, and determining the best way to meet the needs of all students has posed a challenge. This task has been compounded in math classes because nationwide, students have math deficits. The Math Workshop Model provides a classroom structure where the instructional time is chunked into three major components: mini-lesson, student centered, and closure. Each component is focused on strategically and purposefully introducing and practicing content at or near student ability levels. This multimethod research study investigated the impact of the Math Workshop Model on classroom instruction and student achievement in a southeastern suburban school district. The study examined seventh-grade students’ math MAP Growth scores on assessments before and after the implementation of the Math Workshop Model. A Repeated Measures ANOVA test was run to determine if the Math Workshop Model had a significant impact on student achievement based on four spring MAP assessments. Teacher survey data were used to gather information on how teachers use the Math Workshop Model and its effectiveness on student achievement. The results of the study showed that the Math Workshop Model has a significant impact on student achievement. Most subgroups of students’ MAP scores decreased as a result of receiving instruction through the Math Workshop Model structure. Gifted students’ scores increased when the Math Workshop Model was in place. Teacher perception surveys showed that teachers think using the Math Workshop is an effective strategy to increase differentiated instruction, student collaboration, student engagement, and student achievement.

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-09 with total page 532 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of the Connected Mathematics Project on Middle School Mathematics Achievement written by Lesa Maria Covington Clarkson and published by . This book was released on 2001 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of Positive Statements about Mathematics on Middle School Students Achievement written by Wendy Latrice McCullough and published by . This book was released on 2007 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Influence of Building Configuration on Academic Achievement Attendance and Demographic Variables in Selected Midwestern School Districts written by Catherine A. MacArthur and published by . This book was released on 2016 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the influence of building configuration on the academic achievement and attendance of students who were considered chronically absent. A longitudinal nonequivalent groups research design was used to test the study’s six hypotheses. Data were collected from over 10,000 students within 38 K-8 schools and 40 6-8 middle schools in 24 urban school districts. These districts belonged to the Middle Cities Education Association (MCEA) in a Midwestern state. Student achievement data were collected from this state’s Department of Education’s Center for Educational Performance and Information (CEPI) database that focused specifically on 6th (2009) and 8th-grade (2011) achievement and attendance results. Data were analyzed using an independent samples t-test to measure the differences in mean scores of the two groups, and a one-way analysis of covariance (ANCOVA) to determine the intervening effects of the covariates on various demographic characteristics. Findings in this study indicate that there were no significant improvements in mathematics, reading, and chronically absent attendance rates for students who attended K-8 configured schools as compared to their corresponding peers attending 6-8 middle schools. This held true when adjusting for race, gender, Free and/or Reduced Lunch status, and students with disabilities. This study helps fill a void in the current body of literature by examining the influence of grade configuration (i.e., K-8 schools versus traditional 6-8 middle schools) on student achievement and attendance, and whether selected demographic variables (e.g., race, gender, Free and/or Reduced Lunch status, and students with disabilities) had an influence on these differences. The study concludes with several recommendations for further study.

Download or read book The Effects of School Grade Span Configuration on Student Achievement in Middle School Aged Children written by Stacy Lancaster Starks and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if transitioning from elementary school to middle school has an effect on value added scores of sixth graders versus those with no transition. Additionally, the effect of school size on student gains was examined. Data for this study was from the 2012-2013 school year for 442 Tennessee public schools. There were 203 schools with transition and 239 with no transition. Multivariate analysis of variance was used to analyze the data. Significant interaction was seen between transition and percent minority (p = 0.002). These findings suggest transition had an effect on value added scores depending on whether or not the school had a high percentage of minority students. There was a significant interaction effect of low percent minority and high percent minority where transition was concerned on mathematics, with those schools with a high percentage of minority that did not transition scoring significantly higher than all other combinations. There was also a significant interaction effect between low percent minority and high percent minority where transition was concerned on reading, with those schools with a high percentage of minority that did not transition scoring higher than all other combinations. These results suggest that students in schools with high percentages of minorities perform better when there is no transition than their transitioning counterparts. It lends support to the body of research that suggests K-8, or at least a transition after 6th grade, may be a better model where student achievement is concerned. School size was not significantly related to achievement gains. The middle school concept has the potential to address the academic and emotional concerns of middle school aged children when it is implemented in its full form (Weiss & Kipnes, 2006). However, since the middle school concept is just that, a concept, it would seem that the best combination for student achievement may be to implement the middle school concept into the K-8 environment, giving students more of a sense of community, self-esteem, and ownership of their school and grades. This could also potentially lessen the White to Black gap in math and reading achievement.

Download or read book Effects of Positive Behavior Interventions and Supports on Middle School Student Achievement written by Chad Knowles and published by . This book was released on 2014 with total page 89 pages. Available in PDF, EPUB and Kindle. Book excerpt: Today's teachers face more frequent and more severe challenges than perhaps any generation of teachers that have come before them. Administrators attempt to support teaching in an environment of ever-increasing accountability and dwindling financial resources with new and innovative strategies. One such strategy employed by modern educators has been the Positive Behavior Interventions and Supports (PBIS) model for clear behavioral expectations and pyramids of intervention for targeted support for students. This study compared a middle school that employs PBIS with a middle school that does not, to determine if there was any statistical improvement realized on academic achievement. Two diverse middle schools with high numbers of low socioeconomic status students were studied. Eighth grade reading Standards of Learning assessment results were examined to determine what, if any, impact PBIS programs had on student achievement. The eighth grade reading scores were examined from the 2010-2011 school year, since this was the first year of implementation. The study results found that there was no statistically significant difference in achievement between the overall populations of the control school and the experimental school. The study also found that there was no statistically significant difference between male and female achievement at the control and experimental schools. The study did find that there was a statistically significant difference between Caucasian students at the control school and experimental school, as well as between minority students at the control school and experimental school.

Download or read book An Exploration of the Relationships Between Academic Enablers and Middle School Achievement written by Theresa Strunk and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the present study was to explore the relationships between middle school students' academic enablers and their later academic achievement. Based on previous research, five student academic enablers (academic self-efficacy, academic motivation, interpersonal skills, academic engagement, and study skills) were used to predict students' year-end standardized achievement scores after controlling for cognitive ability, prior achievement, gender, and free/reduced lunch status. The final data set included 733 students in Grades 6-8 at one suburban middle school in the Northeast U.S. It was hypothesized that all enablers would demonstrate small to moderate relationships with language arts and math achievement across all grade levels. After controlling for cognitive ability and student background characteristics, none of the academic enablers substantially added to the prediction of achievement test scores. Although math self-efficacy demonstrated a statistically significant relationship with later math achievement in all grades, this relationship was negligible in magnitude. These results were similar to several previous studies that included cognitive ability or previous achievement in the models. Results indicated that cognitive ability and previous achievement continue to have the greatest impact on academic achievement gains at the middle school level as they do in younger and older populations. Limitations of the study, implications of the findings, and directions for future research are addressed.

Download or read book The Effects of Project Based Learning on Middle School Students Attitudes and Achievement in Mathematics Education written by Allison Arnold and published by . This book was released on 2012 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this action research study of a sixth-grade mathematics classroom, I investigated how using Project Based Learning combined with collaborative learning influenced students'attitudes and beliefs in learning mathematics. I discovered that using a Project Based Learning approach to instruction helped the students see connections to math and the real world. They felt that math became something exciting instead of just lessons from a book. I also found that most students preferred to work in small groups because they had come to count on their peers for support. They felt that they were more comfortable asking their peers questions in a small-group setting than asking questions in a traditional classroom setting. Through this Project Based Learning, it also was found that classroom engagement increased when student interest was combined with a variety of challenging and authentic problem-solving tasks. Finally, this action research supports collaborative learning in the mathematics classroom because when children work together it leads to higher self-confidence and positive attitudes.

Download or read book A Mixed Methods Study of the Impact of Xtreme Reading on Middle School Students and Their Teachers written by Shamona McClary Fernanders and published by . This book was released on 2020 with total page 382 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study utilized a convergent parallel mixed methods design to examine the impact of a reading intervention on middle schoolers and their teachers as measured by the difference in archived reading test scores from 3 years (2016-2017, 2017-2018, and 2018-2019), archived motivation surveys from 1 year (2018-2019), and teacher perceptions from the fall of 2019. Data were collected to answer the following research questions: (a) What is the impact of Xtreme on the reading achievement of middle school students participating in the program for the first time as measured by aggregated pre and posttest results over 3 years; (b) What is the impact of Xtreme on the motivation of middle school students participating in the program for the first time as measured by pre- and post-survey results in 2018-2019; (c) Is there a relationship between the motivation and reading achievement of middle school students participating in Xtreme for the first time as measured by pre- and post-survey and test results in 2018-2019; and (d) How do middle school teachers perceive the impact of Xtreme? Statistical analysis indicated a significant increase in reading achievement scores as well as large effect sizes. There was a statistically insignificant difference in survey scores and a small effect size. Results also indicated a small positive correlation between motivation and reading achievement gains. Perceptual data showed positive effects from the program. Overall, results indicated that Xtreme was an effective program that positively impacted students and their teachers.

Download or read book The Influence of School wide Positive Behavior Support Interventions on the Effects of Student Mobility and Reading Achievement written by Nathan W. Wills and published by . This book was released on 2017 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to begin to take on the behavioral and academic challenges presented by student mobility. In this study, the reading growth of first through sixth grade mobile and non-mobile students were compared to ascertain any significant variances in reading performance. Office discipline referral instances were also be compared between first through sixth grade mobile and non-mobile students to ascertain if there is a significant difference in the number of office discipline referrals between the two groups. This study also investigated the impact of School-Wide Positive Behavior Support Interventions on a first through sixth grade mobile student population from a reading achievement and behavioral standpoint. Correlations among first and second eight weeks of both reading growth and office discipline referrals were found to be significant. However, the correlation was much stronger for mobile students than for non-mobile students suggesting a tendency for more changes or improvements that occur to the non-mobile students than mobile one who tend to have similar scoring in both periods. The differences showed no signs for significant different between mobile and non-mobile students among other levels of attributes.

Download or read book The effects of accelerated math on student achievement in middle school written by Jerri S. Courville and published by . This book was released on 2005 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book STEMming the Swell of Absenteeism in Urban Middle Grade Schools written by Martha Abele Mac Iver and published by . This book was released on 2014 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: Attendance is probably the most fundamental behavioral indicator of student engagement with school. Though many students fall off-track to success for the first time in ninth grade, poor attendance patterns often begin increasing in middle school and become worse in high school. Missing school during the secondary grades can often be traced to low levels of motivation. As Eccles (2008) has so aptly summarized the crux of the motivation issue, it often boils down to two main questions in students' minds about what happens in school: "Can I do the task?" And "Do I want to do the task?" (Eccles & Midgely, 1989; Meece, 2003). Recent discussions of noncognitive factors affecting academic performance have emphasized the importance of developing an academic mindset to influence academic behaviors such as attendance and exerting effort in class and homework assignments (Farrington et al., 2013). The process of helping students to internalize these beliefs can occur not only in the core academic classroom, but also in elective activities like robotics that build a sense of competence and value in academic pursuits. Given the salience of attendance as a predictor of student achievement outcomes, additional research on effective means of increasing attendance for at-risk students is particularly important. This paper focuses on the following research question: Did the five week STEM robotics summer learning program have a positive impact on the following year's attendance rate of middle school students (compared to a matched sample of students who did not receive any of the district's summer programs)? The focus of this study is a STEM Robotics Summer Learning Program funded by the U.S. Department of Education's Investing in Innovation (i3) program in a development award. The primary goal of this five-week summer program implemented by the school district was to provide additional out of school time focused on mathematics instruction and robotics so that enrolled students could increase their mathematics grade-level aptitude by the end of the program and develop interest in technology and STEM college majors and careers. The robotics component was expected to increase student engagement (including attendance) and perception of the relevance of mathematics, leading to increased student effort and math achievement. Despite limitations, the findings of this study emphasize the importance of investigating the potential impact of out-of-school programs on school-focused engagement. As Lawson and Lawson (2013) argue, research on school engagement needs to move beyond the traditional classroom and school to include out-of-school and community-focused activities. Tables are appended.

Download or read book The Effects of Doubling Instruction Efforts on Middle School Students Achievement written by Timothy Bartik and published by . This book was released on 2015 with total page 31 pages. Available in PDF, EPUB and Kindle. Book excerpt: We use a regression-discontinuity design to study the effects of double blocking sixth-grade students in reading and mathematics on their achievement across three years of middle school. To identify the effect of the intervention, we use sharp cutoffs in the test scores used to assign students to double blocking. We find large, positive, and persistent effects of double blocking in reading, but, unlike previous research, we find no statistically significant effects of double blocking in mathematics either in the short run or medium run.

Download or read book The Impact of Literature Circles on Motivation Engagement and Achievement of Struggling Adolescent Readers written by Laurel McAlpine and published by . This book was released on 2015 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to identify a relationship between literature circle participation and reading motivation, engagement, and achievement for struggling middle school readers. The research was conducted in a public urban elementary (K -8) school. Participants were students from one teacher's English Language Arts class. The treatment group included 10 students from 6th grade, 9 students from 7th grade, and 7 students from 8th grade, and the control group included 14 students from 6th grade, 16 students from 7th grade, and 21 students from 8th grade. Data was collected over 18 weeks. Independent-samples t tests were used to compare differences between the experimental and control groups, and paired -samples t tests were used to compare students' pre- and postintervention scores. Reading motivation and engagement was measured using a survey including four categories (Value for Reading, Enjoyment of Reading, Motivation for Reading, and Engagement in Social Reading), and reading achievement was determined from Reading MAP scores. The results indicate that there was not a significant difference between the growth in motivation or engagement experienced by the treatment group and the control group. However, at a 94% confidence interval, results revealed significantly higher achievement gains for the treatment group than the control group. Further research is needed to validate these findings and to continue exploring the impact of literature circles on engagement and motivation in reading. Keywords: literature circles, middle school reading, struggling readers, engagement, motivation, achievement, urban education, English Language Arts.

Download or read book A Study of the Implementation of a Middle School Math Program and Student Achievement written by Carla Simmons White and published by . This book was released on 2018 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: