Download or read book The Impact of Departmentalized and Traditional Instructional Settings on Economically Disadvantaged Fourth Grade Students Mathematical Proficiency written by Elizabeth Courtney Medlock and published by . This book was released on 2020 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: All students must have opportunities to achieve high levels of mathematics learning, thus, organizational settings in the field of education should be carefully examined to determine the extent to which the instructional environment affects student achievement, growth, and application of grade level standards for students identified as economically disadvantaged. The purpose of this quantitative, causal-comparative study was to investigate differences in mathematical proficiency of economically disadvantaged fourth-grade students in departmentalized versus traditional instructional settings as measured by the 2019 Maryland PARCC mathematics assessment. A cluster sample of low-income fourth-grade students from 80 public elementary schools in a large, suburban school district in central Maryland was used to examine statistical differences in mathematical proficiency of the two settings across three dependent variables: (a) modeling, (b) reasoning, and (c) overall achievement. Archival data were collected from the instructional data division of the school district under study. An independent samples t-test was used to examine differences in group overall proficiency means based on instructional setting. Two Mann-Whitney U analyses were conducted to determine if differences in group modeling and reasoning medians existed based on setting. Results indicated economically disadvantaged students’ overall proficiency scores were statistically significantly higher in a departmentalized setting than in a traditional setting. There were no differences in reasoning and modeling scores based on setting. Implications for instructional practice and suggestions for future research are discussed.
Download or read book Effects of Departmentalized Versus Traditional Settings on Fifth Graders Math and Reading Achievement written by Connie B Yearwood and published by . This book was released on 2011 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to determine whether fifth grade students who received instruction in a departmentalized setting achieved higher mean scale scores on the reading and math sections of the Georgia Criterion Referenced Competency Test (CRCT) than students who were taught in a traditional setting. Two one-way between-groups analyses of covariance were conducted to control for previous achievement while seeking to determine if a statistically significant difference existed in the mean reading and math scale scores of fifth grade students who were taught in different organizational structures. The findings suggest that students who received instruction in departmentalized settings scored higher on the reading and math portions of the 2010 CRCT.
Download or read book The Effects Of Elementary Departmentalization On Mathematics Proficiency written by Nicole Taylor-Buckner and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: However, when exploring differences in mathematics proficiency among all students, there were no conclusive differences between departmentalized and non-departmentalized students. Regression models yielded inconclusive results as well, even after controlling for factors pertaining to classroom size, student demographics and socioeconomic status, student confidence, parental background, teacher knowledge and instructional practices, and prior student mathematical proficiency. Other findings include self-contained and departmentalized third-grade teachers being very similar in their educational backgrounds and teaching practices, whereas departmentalized and non-departmentalized fifth-grade teachers were found to be fairly different in their educational backgrounds and instructional practices. However, in both grade levels, self-contained teachers appeared to be more reliant on printed materials than departmentalized teachers.
Download or read book African Americans in Higher Education written by James L. Conyers and published by Myers Education Press. This book was released on 2020-07-17 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: While there is a wealth of scholarship on Africana Education, no single volume has examined the roles of such important topics as Black Male Identity, Hip Hop Culture, Adult Learners, Leadership at Historically Black Colleges and Universities, Critical Black Pedagogy, among others. This book critically examines African Americans in higher education, with an emphasis on the social and philosophical foundations of Africana culture. This is a critical interdisciplinary study, one which explores the collection, interpretation, and analysis of quantitative and qualitative data in the field of higher education. To date, there are not any single-authored or edited collections that attempt to research the logical and conceptual ideas of the disciplinary matrix of Africana social and philosophical foundations of African Americans in higher education. Therefore, this volume provides readers with a compilation of literary, historical, philosophical, and communicative essays that describe and evaluate the Black experience from an Afrocentric perspective for the first time. It is required reading in a wide range of African American Studies courses. Perfect for courses such as: African American Social and Philosophical Foundations | African American Studies | African Nationalist Thought | History of Black Education
Download or read book A Case Study on the Comparison of Fourth grade Students Mathematics Achievement as Evidenced by the Measures of Academic Progress Assessment written by Adam D. Dymond and published by . This book was released on 2017 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation was designed to examine whether fourth-grade students who received instruction in a self-contained setting were more likely to meet their target score on the Measures of Academic Progress (MAP) test than students who were taught in a departmentalized setting. Fourth-grade students in ALPHA School District took the MAP test in the fall and spring of the academic calendar year. Target scores were originated by the Northwest Evaluation Association (NWEA). These target scores showed the typical growth for a student in the particular grade level as calculated by national norms. The MAP test growth norms were very precise. Due to the enormous number of students involved in the norming study, NWEA staff was able to calculate the mean growth of similar groups of students from each grade level (2–10) who scored at each RIT level in the initial testing season. For this study, the researcher focused on students in the fourth grade. -- Fourth-grade students from ALPHA School District were tested in the fall of 2015 and the spring of 2016. Scores of students taking both tests were obtained and categorized into two groups: self-contained and departmentalized. Once this process was completed, the researcher analyzed the target scores to determine whether or not there were significant differences in scores of self-contained and departmentalized classrooms. Teacher participants were asked to respond to a collection of survey questions to determine which factors were key contributors to students finding success in the math program in their classroom structure (self-contained, departmentalized). The researcher followed up by utilizing a group of volunteer interview participants to partake in a brief interview based on the findings to determine the identifiable cultural classroom differences in environments in comparing self-contained and departmentalized settings. -- An analysis of the data determined that all students grew equally well regardless of their target growth and classroom structure. Through a survey, it was determined that self-contained teachers place the highest importance on the factors of human relationships and individualized instruction, while departmentalized teachers place their importance in engaging lessons and content specialization. It was discovered that teachers are better when they teach toward their strengths; that math is most effectively taught in a structured environment where routines are evident; and the value in the importance of engaging students with relevant, creative instruction.
Download or read book A Study Comparing Fifth Grade Student Achievement in Mathematics in Departmentalized and Non Departmentalized Settings written by Karen Nelson and published by . This book was released on 2014 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, causal-comparative study was to examine the application of the teaching and learning theory of social constructivism in order to determine if mathematics instruction provided in a departmentalized classroom setting at the fifth grade level resulted in a statistically significant difference in student achievement on the Virginia 2011 Grade 5 Mathematics Standards of Learning (SOL) Test when compared to the achievement of students in a non-departmentalized setting. Regular fifth grade education students, who attended non-Title 1, Pre-K through Grade 5 elementary schools in an urban eastern Virginia school district, participated in this study. A three-way between-groups analysis of covariance (ANCOVA) was conducted, utilizing students' Virginia 2010 Grade 4 Mathematics SOL Test scores to control for previous achievement, comparing the mathematics achievement of departmentalized and non-departmentalized whole groups, as well as gender and racial minority/non-minority subgroups. The results of a three-way ANCOVA analysis, which incorporated the factors of classroom organizational structure, gender, and racial status, showed that using a departmentalized setting for instruction resulted in a statistically significant difference in student achievement in mathematics based upon classroom organizational structure. There was not a statistically significant difference in student achievement based upon the effect of gender or race, and additionally, there were no statistically significant interactions between gender, race, and structure, as measured by comparing departmentalized and non-departmentalized whole group and subgroup performance. Therefore, the results of this study suggest that there may be a cause-and-effect relationship between using a departmentalized setting to provide instruction in mathematics at the fifth grade level and higher student achievement in mathematics for all students.
Download or read book Self contained Versus Departmentalized Settings in Urban Elementary Schools written by Diamond Marie Jack and published by . This book was released on 2014 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study of Attitude Toward School Intellectual Achievement Responsibility and Achievement in Mathematics of Fourth Grade Students written by Robert Melvin Rozar and published by . This book was released on 1976 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Impacts of Instruction Using Technology on the Math Achievement of Fourth Grade Students written by Kimberly Peck and published by . This book was released on 2013 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparative Study of Socioeconomically Disadvantaged and Non Socioeconomically Disadvantaged Fourth Grade Students in Reading and Math in an Online Charter School and a Traditional School written by Richard Lynn Mansheim and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Departmentalized Classroom Environments Versus Traditional Classroom Environments in Second Through Fourth Grades written by Staci Janelle Ray and published by . This book was released on 2017 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Using Manipulatives and Traditional Methods of Teaching on Fourth Grade Students Mathematics written by Jennifer Pangle and published by . This book was released on 2010 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Mathematical Vocabulary Instruction on Fourth Grade Students written by Michelle R. Pendergrass and published by . This book was released on 1996 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Attitudes of Fourth Graders Toward a Departmentalized Mathematics Classroom Setting written by Elizabeth A. Mathews and published by . This book was released on 2005 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Considering Representational Choices of Fourth Graders when Solving Division Problems written by Mary Chiles Gilbert and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Students need to build on their own understanding when problem solving. Mathematics reform is moving away from skill and drill types of activities and encouraging students to develop their own approaches to problem solving. The National Council of Teachers of Mathematics emphasizes the importance of representation by including it as a process standard in Principles and Standards for School Mathematics (2000) as a means for students to develop mathematically powerful conceptualization. Students use representation to make sense of and communicate mathematical concepts. This study considers the way fourth grade students view and solve division problems and whether problem type affected the choice of strategy. This study also looked at factors that affect students' score performance. Students in extant classrooms were observed in their regular mathematics instructional settings. Data were collected and quantified from pretests and posttests using questions formatted like students see on the state assessment. The results indicate that students moved from pre-algorithmic strategies to algorithmic strategies between pretest and posttest administration. The results also indicate that problem type did not predict students' choice of strategy and did not have an affect on the students' ability to arrive at a correct solution to the problem. This study found that the students' choice of strategy did play a significant role in their quest for correct solutions. The implication is that when students are able to make sense of the problem and choose an appropriate strategy, they are able to successfully solve division problems.
Download or read book Using Formative Assessment to Differentiate Mathematics Instruction Grades 4 10 written by Leslie Laud and published by Corwin Press. This book was released on 2011-03-28 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: Staff development expert Leslie Laud provides seven research-based practices that show teachers how to implement formative assessment, create tiered instruction, and manage a multitasking classroom.
