Download or read book The Relationship Between Arabic Language Literacy and Academic Achievement of Arab American Middle School Students in English Reading Language and Mathematics in a Suburban Public Middle School written by Hassan M. Dakroub and published by . This book was released on 2002 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Language Issue in the Teaching of Mathematics in South Africa written by Lindiwe Tshuma and published by African Sun Media. This book was released on 2021-01-26 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book is the result of a five-year project that culminated (within the first three years) in doctoral research interrogating language competency for meaningful mathematics instruction at upper primary level conducted at University of Stellenbosch in 2017; and this book in the succeeding two years. The initial research project received countrywide coverage in several South African media outlets including Times Live and Radio 2000.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2002 with total page 548 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Arab American Experience in the United States and Canada written by Michael W. Suleiman and published by . This book was released on 2006 with total page 632 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 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1984 with total page 1012 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison of Sixth grade English Language Arts and Mathematics Achievement Between Middle Schools and K 8 Schools written by Brennan W. Asplen (III) and published by . This book was released on 2019 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to compare the academic achievement of sixth grade students enrolled in a traditional middle school model versus those enrolled in a K-8 school model by analyzing English Language Arts (ELA) and mathematics scores. Developmental Scale Score (DSS) data from the 2017 Florida Standards Assessment (FSA) were collected from three K-8 schools and three middle schools in one high-performing Florida school district. Results from an independent samples t-test revealed that middle school student scores were slightly higher in overall ELA and mathematics proficiency, but the differences were not substantive. Cross-tabulation was utilized to compute the proportion of students making learning gains in ELA and mathematics. The results were nearly identical among the middle school students and the K-8 students relative to ELA; however, the proportion of students making learning gains in mathematics was substantially higher among the K-8 students. To investigate equity in the distribution of achievement, a comparison was made between Middle School and K-8 bi-serial correlation coefficients measuring the strength and direction of the relationship between student achievement and socioeconomic status (SES). Results suggested that the negative influence of low-SES on academic achievement in ELA and mathematics was notably stronger among students enrolled in the middle school model. While making school construction decisions, policy makers will be informed through these findings as to which type of grade span configuration is most likely to positively impact student achievement.
Download or read book MLA International Bibliography of Books and Articles on the Modern Languages and Literatures written by Modern Language Association of America and published by . This book was released on 2002 with total page 2358 pages. Available in PDF, EPUB and Kindle. Book excerpt: Vols. for 1969- include ACTFL annual bibliography of books and articles on pedagogy in foreign languages 1969-
Download or read book Teaching Mathematics in Multilingual Classrooms written by J.B. Adler and published by Springer Science & Business Media. This book was released on 2005-12-21 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: The author captures three inter-related dilemmas that lie at the heart of teaching mathematics in multilingual classrooms: code-switching, mediation, and transparency. She provides a sharp analysis and strong theoretical grounding, pulling together research related to the relationship between language and mathematics, communicating mathematics, and mathematics in bi-/multilingual settings and offers a direct challenge to dominant research on communication in mathematics classrooms.
Download or read book Reading Writing and Arithmetic written by James M. Schofield and published by . This book was released on 2011 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Mathematics and language have been treated as two exclusive domains in education, yet a growing amount of evidence indicates that language ability correlates with mathematical achievement and that incorporating literacy in the mathematics classroom will actually enhance achievement. This thesis synthesizes research in the literature that ranges from 1980 to 2011, and contains mostly empirical studies of the relationship between literacy and mathematics. The purpose of this thesis is to analyze whether different modes of communication- reading, writing, and spoken- when incorporated in the classroom will improve mathematics achievement. Further, the different modes of communication are compared to evaluate if one mode seems to more strongly affect learning. This research shows that literacy ability has large effects on mathematics in general. Writing in the classroom may have the strongest effect on conceptual understanding. Reading seems to correlate highly with math achievement. Finally, elicited self-explanations have been shown to increase mathematical understanding."--leaf 4.
Download or read book The Relationship Between Reading and Mathematics Achievement of Middle School Students as Measured by the Texas Assessment of Knowledge and Skills written by Federico Hernandez and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the strength and direction of the relationship between the three different levels of reading achievement on the Texas Assessment of Knowledge and Skills and the mathematics achievement of middle school students in a large urban school district in southwestern United States as assessed by the Texas Assessment of Knowledge and Skills. A correlational research design was used to study this relationship. The participants were current high school students who were administered both the Reading and Mathematics sections of the Texas Assessment of Knowledge and Skills in their sixth, seventh, and eighth grade year in middle school (N = 652). A bivariate analysis using the Pearson product-moment correlation technique was used to determine the strength and direction of the relationship between the three different levels of reading achievement and mathematics achievement as measured by the Texas Assessment of Knowledge and Skills. Students who achieved a Commended performance and a Met Standard performance in the Reading section of the Texas Assessment of Knowledge and Skills in sixth, seventh, and eighth grade, all yielded a correlation coefficient that was statistically significant with a p-value .01. This also held true for the overall relationship in sixth (r = + .481 and N =652), seventh (r = + .537 and N = 652), and eighth (r = + .385 and N = 652) grade. These results suggest that there is a moderate to strong relationship between the reading achievement and mathematics achievement of sixth, seventh, and eighth grade students who achieved a Commended or Met Standard performance on the reading section of the Texas Assessment of Knowledge and Skills. The seventh grade students who achieved a Did Not Meet Standard in the Reading section of the Texas Assessment of Knowledge and Skills, N = 53, yielded a correlation coefficient, r = + .325, which was statistically significant with a p-value
Download or read book Race Social Class Student Engagement and Unequal Literacy Development in Middle School English Classrooms written by Sean Kelly (College teacher) and published by . This book was released on 2005 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 An Investigation of the Relationship Between Middle School Student Performance on the Florida Standards Assessment English Language Arts and Mathematics and the Algebra I End of Course Assessment written by Anthony A. Serianni and published by . This book was released on 2020 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Finally, it was found that there were statistically significant differences in the FSA sub-scores between student groups identified by their performance on the Algebra I EOCA. This study has numerous implications in the areas of data analysis, curriculum design and implementation, mathematics content area reading instruction, and the overall approach to mathematics education for Students with Disabilities, English Learners, and students with low socioeconomic status.
Download or read book The Impact of Mathematical Literacy Practices on Latina os Achievement written by Saul Isaac Maldonado and published by . This book was released on 2016 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: Employing data from the first (2009) and second (2011) waves of the High School Longitudinal Study of 2009 (HSLS:09), this dissertation examines the relationship between mathematical literacy practices and U.S. Latina/os' high school achievement. Additionally, this work investigates whether such relationship is influenced by students' English-language background. HSLS:09 consists of nationally representative quantitative data from high school students as well as their families, teachers, classrooms and schools. Using an opportunity-to-learn conceptual framework, relationships between Latina/o students' language, literacy and mathematics data are analyzed using a quasi-experimental design (QED) that incorporates principal components analysis, propensity score matching and multi-level linear regression techniques. This study proposes a quantitative operationalization of mathematical literacy practices and contributes insights about the relationship between content-area knowledge, instructional practices and language acquisition. Results inform policy and practice sequentially by providing evidence of the relationship between mathematical literacy practices in secondary mathematics and Latina/os' mathematics achievement.
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 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:
