Download or read book The Relationship Between Thinking Maps and Florida Comprehensive Assessment Test Reading and Mathematics Scores in Two Urban Middle Schools written by Anna Delgado Diaz and published by . This book was released on 2010 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine what difference, if any, exists between the implementation and use of Thinking Maps® and students' academic achievement in Reading and Mathematics as measured over time by the Florida Comprehensive Assessment Test® (FCAT). Thinking Maps® is a registered trademark of Thinking Maps, Inc. The data were examined after three years of Thinking Maps® implementation and instruction. The design of this study was quantitative, with a nonrandomized control group, pretest-posttest design (Ary, Jacobs, & Razavieh, 2002) that examined the effects on student Reading and Mathematics FCAT scores in one middle school that implemented Thinking Maps® throughout all grade levels and core subjects for three years as compared to student Reading and Mathematics FCAT scores in a second middle school that did not implement the Thinking Maps® program throughout all grade levels and core subjects for three years. MANOVA and Chi-square tests were used to examine student FCAT scores. This study focused on one major question: Do students who have been instructed in the use of Thinking Maps® have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those that have not been instructed in the use of Thinking Maps®? Results of this study indicated that students who have been instructed in the use of Thinking Maps® do not have higher academic achievement as measured by the Florida Comprehensive Assessment Test® (FCAT) than those who have not been instructed in the use of Thinking Maps®. The researcher concluded that other methods of evaluating the implementation of Thinking Maps® and student achievement should be explored.
Download or read book Student Successes with Thinking Map School based research results and models for achievement using visual tools 2nd Edition written by DAVID N. HYERLE, LARRY ALPER and published by Design for Thinking. This book was released on 2024-01-24 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt: Renown educator and expert in the practical applications of cognitive-neuroscience offers this opening her concise Forward to this book about the wide ranging uses of Thinking Maps®: "Neuroscientists tell us that the brain organizes information in networks and maps... the Thinking Maps program takes full advantage of the natural proclivity of the brain to think visually." Student Successes with Thinking Maps presents a language of eight visual tools and framing tools based on fundamental cognitive processes of the human brain and mind that boost all learners' metacognitive and critical thinking skills. The first chapter by Thinking Maps creator David Hyerle, Ed.D. is a comprehensive introduction to the theory, history, research and results from the systematic implementation of Thinking Maps over time. This book is rich in detail and inspiration from teachers, principals, and administrators from around the world and across diverse schools and systems. The wide-ranging stories and supporting data across the 19 chapters weave together to create a unified theme of Thinking Maps as a transformational language for learning. From the authors of these chapters, you will learn about school-wide changes in teachers’ effectiveness and student performance in an inner-city elementary school in Long Beach, California, where 85% of the students entering classrooms speak Spanish as their first language; students with special needs in a middle school in North Carolina making performance leaps of over three years’ growth in mathematics; girls from a single-sex, independent, K–12 school in New Zealand rising over four years to the top of that nation’s educational ladder; and entering junior college students in Mississippi significantly shifting reading comprehension scores, while those in the nursing program dramatically outperform their peers of previous years. You will also hear about the Pass Christian School District, landfall for Hurricane Katrina, rising over the years to become the top-performing school system in Louisiana. The authors of the chapters before you bring forth insights grounded in practical examples and experiences from their work to transform teaching and learning.
Download or read book Student Successes With Thinking Maps written by David N. Hyerle and published by Corwin Press. This book was released on 2011-01-15 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Students of all ages and stages of development can profit from the clarity that Thinking Maps provide." —Bena Kallick, Co-Director Institute for Habits of Mind, Westport, CT "This is one of the rare books that links research and practice to show the true impact of a specific instructional approach on student learning. The research, experiences from the field, vignettes, and work samples are excellent." —Giselle O. Martin-Kniep, President Learner-Centered Initiatives, Ltd., Floral Park, NY Use Thinking Maps as a GPS for student success Neuroscientists tell us that the brain organizes information in networks and maps. What better way to teach students to express their ideas than with the same method used by the brain? Student Successes With Thinking Maps presents eight powerful visual models that boost all learners′ metacognitive and critical thinking skills. Enriched with new research, a wealth of examples, and cross-content applications, the book also shows how Thinking Maps serve as valuable assessment tools. This novel and effective model helps students Organize thoughts Examine relationships Enhance reasoning skills Create connections between subjects Engage with content The visual nature of Thinking Maps helps level the playing field and is ideal for inclusive settings. Additionally, educators have found that using Thinking Maps for professional development can improve teacher performance, build leadership skills, and raise students′ scores on high-stakes tests. If your goal is to transform your school′s culture, Thinking Maps will put you on the road to success.
Download or read book The Effect of Thinking Maps on the Reading Achievement of Middle School Students written by Karen Ogden Woodford and published by . This book was released on 2015 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine what, if any, relationship existed between Thinking Maps® instruction used as a school-wide strategy and student achievement in middle school students in the area of reading as reported by the Virginia State Standards of Learning Test scores. The association was tested through full implementation and instruction of Thinking Maps® as a school-wide strategy. Using a quantitative design, this ex post facto, causal comparative included a comparison of sixth, seventh, and eighth grade students' Virginia Reading SOL scores from 2011, 2012, and 2013 after schools implemented Thinking Maps® as a school-wide strategy compared to schools that did not. Scores obtained by middle school students who received Thinking Maps℗ʼ instruction were examined for increases in overall mean scores, by gender, and by socio-economic status. These scores were compared to two middle schools that were not using Thinking Maps®.
Download or read book Facing the FCAT written by Francis P. O'Boyle and published by . This book was released on 2004 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research compared the effectiveness of efforts by the Palm Beach County School District and the Miami-Dade County School District to raise academic achievement at 39 comparable low-performing schools in their districts. Palm Beach County School District mandated a highly prescriptive plan that involved intense district staff involvement during the 2003--2004 school year. Miami-Dade County School District utilized a highly descriptive plan that entailed only mild to moderate involvement from district staff. A matched-pair research design was used to examine what differences, if any, existed between the learning gains of comparable schools in Palm Beach County and Miami-Dade County as measured by changes in mean developmental scale scores on the Reading and Math subtests of the Florida Comprehensive Assessment Test. Using a two-tailed test comparing the means of the two groups (alpha .05), there was no statistical significance in the mean changes in mean developmental scale scores (MDSS) in reading, and no significant correlation between the schools in the matched pairs in either reading or math (p .05). There was statistical significance (t = 2.633; p = .012) in the changes in mean developmental scale scores in math, however, and a test of effect size (d = .69334) indicated that this was of moderate practical significance.
Download or read book Is There Something Else Wrong with the FCAT written by Terry Froman and published by . This book was released on 2007 with total page 3 pages. Available in PDF, EPUB and Kindle. Book excerpt: Because 3rd Grade Florida Comprehensive Assessment Test (FCAT) scores have a direct impact on promotion, the results for that grade level are released early by the State. When the FCAT results for 3rd Grade were released in May 2007, many people were troubled. Over 80% of the elementary schools in the Miami-Dade School District showed a decrease in the percentage of students scoring in Levels 3 and above in Reading. Similar trends produced an outcry across the state. After an 8 percentage point jump in the previous year, there was a statewide drop of 6 percentage points in 2007. These results were more than surprising and cast doubt on the soundness of the scoring process. After a careful review, the Education Commissioner announced that there did appear to be a problem in the scoring of the test and a rescaling of the 3rd Grade FCAT reading exam would be forthcoming. This admission by the State, while honorable and praiseworthy, opened the door for many to question other aspects of the FCAT test, sometimes without just cause. While it is clearly unfair to discount the overall precision and usefulness of the FCAT, some form of careful review of scores is nonetheless proper. The search for the same kind of irregular trends in the data that brought this type of problem to the surface is always warranted and should be welcomed. Any abnormalities revealed in the examination of the scores need to be made public so that the need for in-depth analysis can be considered. It is in that spirit that this paper presents some unusual patterns in the data for FCAT Reading at the middle school level.
Download or read book An Arts Integrated Program and the Florida Comprehensive Assessment Test Reading Scores written by Sally Powers and published by . This book was released on 2014 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if there was a difference in Florida Comprehensive Assessment Test (FCAT) reading scores at the end of fifth grade between students who attended an arts integrated program and students who attended a traditional academic program. It was hypothesized that there would be a statistically higher FCAT reading score for students who attended schools that used the Center for Creative Arts Program compared to students who attended a traditional academic program. The study was limited to students who attended eight schools that had an arts integrated program and students from eight schools who attended a traditional academic program in Palm Beach, Florida over a three year period from 2006 to 2009. A quantitative study using a causal-comparative research methodology was used to measure the effectiveness of an arts integration program on student FCAT reading test scores. The study used a purposive sample, causal-comparative, pretest-post test control group design, and a t-test was used to compare both the pretest-post test FCAT reading scores between the treatment group and the control group. The results of the study determined that there was no statistically significant difference between the two groups of students.
Download or read book An Analysis of Student FCAT Outcomes and Teacher Assigned Letter Grades in Reading and Mathematics in a North Florida Urban Elementary School written by Leanetta Cosby McNealy and published by . This book was released on 2003 with total page 270 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 Student Successes With Thinking Maps written by David N. Hyerle and published by Corwin Press. This book was released on 2011-01-28 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: This new edition presents eight powerful visual models that boost all learners’ metacognitive and critical thinking skills. Updates include new research, examples, and applications.
Download or read book Forward with the FCAT 10 in Mathematics written by Erica Day and published by . This book was released on 2006 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: Prepares students for the Florida Comprehensive Assessment Test (FCAT) in mathematics.
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 Florida Fcat Rea written by Stephen Hearne and published by Research & Education Assoc.. This book was released on 2005-05-23 with total page 440 pages. Available in PDF, EPUB and Kindle. Book excerpt: REA … Real review, Real practice, Real results. REA's Florida Grade 8 FCAT Math Study Guide! Fully aligned with the benchmarks in the Sunshine State Standards Are you prepared to excel on this state high-stakes assessment exam? * Take the diagnostic Pretest and find out what you know and what you should know * Use REA's advice and tips to ready yourself for proper study and practice Sharpen your knowledge and skills * The book's full subject review refreshes knowledge and covers all topics on the official exam and includes numerous examples, diagrams, and charts to illustrate and reinforce key math lessons * Smart and friendly lessons reinforce necessary skills * Key tutorials enhance specific abilities needed on the test * Targeted drills increase comprehension and help organize study * Color icons and graphics highlight important concepts and tasks Practice for real * Create the closest experience to test-day conditions with a full-length practice Posttest * Chart your progress with detailed explanations of each answer * Boost confidence with test-taking strategies and focused drills Ideal for Classroom, Family, or Solo Test Preparation! REA has helped generations of students study smart and excel on the important tests. REA’s study guides for state-required exams are teacher-recommended and written by experts who have mastered the test.
Download or read book Resources in Education written by and published by . This book was released on 1988 with total page 812 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book FCAT Mathematics Grade 10 written by Research and Education Association and published by . This book was released on 2007-06-15 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: REA ... Real review, Real practice, Real results. Florida Grade 10 FCAT MATH Study Guide! Fully aligned with the benchmarks in the Sunshine State Standards Are you prepared to excel on this state high-stakes assessment exam? * Passing the exam is required to receive a high school diploma * Find out what you know and what you should know * Use REA's advice and tips to ready yourself for proper study and practice Sharpen your knowledge and skills * The book's full subject review refreshes knowledge and covers all topics on the official exam, including Number Sense, Concepts, and Operations; Measurement; Geometry and Spatial Sense; Algebraic Thinking: and Data Analysis and Probability * Smart and friendly lessons reinforce necessary skills * Key tutorials enhance specific abilities needed on the test * Targeted drills increase comprehension and help organize study * Color icons and graphics highlight important concepts and tasks Practice for real * Create the closest experience to test-day conditions with two full-length practice tests * Chart your progress with detailed explanations of each answer * Boost confidence with test-taking strategies and focused drills Ideal for Classroom, Family, or Solo Test Preparation! REA has helped generations of students study smart and excel on the important tests. REA’s study guides for state-required exams are teacher-recommended and written by experts who have mastered the test.
Download or read book Predicting 10th Grade FCAT Success Research Brief written by Terry Froman and published by . This book was released on 2004 with total page 3 pages. Available in PDF, EPUB and Kindle. Book excerpt: Florida law requires that students achieve a passing score on the Grade 10 Florida Comprehensive Assessment Test (FCAT) to qualify for a standard high school diploma (Section 1008.22(3)(c)5, Florida Statutes). Students who were administered the Grade 10 FCAT for the first time during the 2002 administrations or later must earn a developmental score of 1926 (SSS passing score of 300) or higher in reading and 1889 (300) or higher for mathematics. Among students taking the 10th Grade FCAT for the first time in 2004, 53% did not achieve passing scores in reading, and 29% did not achieve passing scores in mathematics. Although students are granted many opportunities to retake the tests, any early identification of students in jeopardy of not passing the 10th Grade tests would be a welcome contribution to providing targeted academic remediation to the students most in need. This study addresses an approach to the early identification of students who may be at risk of scoring below the passing score of 300 on their 10th grade FCAT Reading and Mathematics Tests. The two prediction equations in this study each utilize a single predictor: the student's score on the 9th grade FCAT Reading and Mathematics Tests, respectively.
Download or read book A Multivariate Study of Individual Differences in Performance on the Reading Portion of the Florida Comprehensive Assessment Test written by Chris Schatschneider and published by . This book was released on 2004 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was conducted in order to identify the major reading, cognitive, and linguistic skills that contribute to individual differences in performance on the reading portion of the Florida Comprehensive Assessment Test (FCAT) at third, seventh, and tenth grades. The authors were also interested in understanding the primary deficiencies in skill and knowledge that are associated with below grade level performance on the FCAT (levels 1 and 2). The expectation was that this knowledge would be helpful in planning more effective methods to prevent performance difficulties on the FCAT and more effective remedial procedures for students who have demonstrated deficiencies on the FCAT. The results provide substantial evidence for the construct validity of the FCAT test as a measure of reading comprehension in which the proportion of items that assess "higher order thinking skills" increases substantially from third through tenth grade. (Contains 6 tables and 3 figures.) [Preliminary report was prepared December, 2004, by the Florida Center for Reading Research.].
