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Ng'ang'a, Kanyuru Alfred. "An investigtion of adults' interactions centered on children learning mathematics a case of two elementary schools /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.
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Madden, Paul Edward. "Evaluating Mathematics Curriculum from Anti-Colonial and Criticalmathematics Perspectives:." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108651.
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Thesis advisor: Lillie R. AlbertThis study developed and then utilized an anti-colonial mathematics curriculum evaluation framework based on Grande’s (2015) conceptualization of colonialist consciousness. This was done in an effort to both: a) illuminate the presence of colonial logics within mathematics curricular texts and b) re-conceptualize criticalmathematics for the purpose of addressing our intertwined ecological (e.g., climate change) and human crises (e.g. systemic racism). Rather than conceptualizing mathematics as a socio-politically neutral and/or a culture-free discipline this study offers a literature review of the genealogy of Western mathematics’ development in relation to British imperialism and Anglo-American settler colonialism. Working from these historical, linguistic, and philosophical perspectives the anti-colonial mathematics curriculum evaluation framework was constructed, piloted with a Common-Core-aligned 6th grade Eureka Math unit, and then refined. From there, two absolute criterial curriculum evaluations (Kemmis & Stake, 1988), one using the anti-colonial evaluation framework and the other using a criticalmathematics evaluation framework, were completed in relation to a 7th grade Eureka Math unit. Resulting from this process, this study offers two key findings. First, Grande’s (2015) conceptualization of colonialist consciousness can be specified to identify concrete manifestations of colonialist consciousness, which can be meaningfully organized in relation to aspects of curriculum (i.e., goals/objectives, pedagogy, and assessments) and curricular components (e.g., exit tickets). Second, aspects of criticalmathematics theorizations of justice may be fruitfully reconsidered to support the disruption of mathematics educations’ (and its curricular texts’) roles in the propagation of the metaphysical and epistemological assumptions of coloniality. Implications of this study are presented generatively as actionable suggestions for textbook developers, teacher educators, and theory-driven evaluators interested in supporting the teaching and learning mathematics from an anti-colonial stance
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Markward, David C. Pancrazio Sally B. Dossey John A. "The study of teachers' beliefs concerning the National Council of Teachers of Mathematics curriculum and evaluation standards for school mathematics." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9720810.
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Thesis (Ed. D.)--Illinois State University, 1996.Title from title page screen, viewed May 31, 2006. Dissertation Committee: Sally B. Pancrazio, John A. Dossey (co-chairs), Dianne Ashby, Harold E. Ford, Ronald S. Halinski. Includes bibliographical references (leaves 151-160) and abstract. Also available in print.
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Mnqatu, Fiola Wayne. "Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS)." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1358.
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The aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case study of eight educators in two primary schools based in Cradock in the Eastern Cape Province of South Africa. There were six main findings. First, all participants displayed a good general knowledge of CAPS. They saw CAPS as different from NCS in that the former is content driven as opposed to outcomes driven in the latter. Second, all participants were happy that CAPS specifies what is to be taught grade by grade as opposed to NCS which specified outcomes and required educators to construct the content. Third, a feature which participants liked was the weighting of different components of the subjects taught. This was seen as an important guideline that indicates how much time should be spent on each component. Fourth, participants understood that CAPS is not a new curriculum; it is an amendment of the NCS. As such educators used the same teaching strategies and methods. Fifth, participants had reservations about the CAPS assessment guidelines as they were the same as those of the NCS and felt that the guidelines which require educators to discuss assessment criteria with children were not suitable for children in Foundation Phase. Sixth, participants were happy with the CAPS programme of assessment and workbooks .They felt the programme guides their teaching while the workbooks complement their teaching. It can be concluded that educators, on the whole, held positive perceptions about CAPS. They saw it as explicit about the content that is to be taught, and it has clear guidelines about assessment procedures. For this reason it can be seen as an improvement on the NCS. Given the findings, it can be recommended that further research be carried out on how educators’ understanding of CAPS is translated into practical teaching and learning in the classroom. To improve the delivery of CAPS, the Education Department must devise strategies aimed at educator empowerment activities that will enhance their work performance.
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Taylor, P. Mark. "Collegial interactions among Missouri high school mathematics teachers : examining the context of reform /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013034.
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Newton, Jill. "Discourse analysis as a tool to investigate the relationship between written and enacted curricula the case of fraction multiplication in a middle school standards-based curriculum /." Diss., Connect to online resource - MSU authorized users, 2008.
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Thesis (Ph.D.)--Michigan State University. Curriculum, Teaching, and Educational Policy, 2008.Title from PDF t.p. (viewed on July 13, 2009) Includes bibliographical references (p. 275-279). Also issued in print.
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Spyker, Geert M. "The upper secondary school mathematics curriculum in Western Australia from 1950-1998 : implementation and evaluation." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=9514.
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The study upon which this thesis is based aimed, first of all, to document the history of mathematics curriculum change in Western Australia. Although curriculum development in mathematics in this State has been an ongoing process for at least two decades, the outcome of an extensive literature review conducted as part of the study revealed that only a cursory evaluation of the current upper school mathematics curriculum change process had ever been undertaken. Neither has any formal appraisal of the suitability or otherwise of the variety of new upper school mathematics courses introduced during the last decade ever been carried out.This study was designed to 'fill these gaps' by not only documenting the history of the change process, but also by seeking out teachers' and other educators' views about those curriculum and strategy changes as well as the views of the students who were so intimately involved in the process.Tertiary lecturers' perceptions regarding the mathematical preparedness of first year university students were also considered a relevant source of information in this quest to first, record the events that preceded the establishment of the current State mathematics curriculum, and second, record those events that occurred subsequently. Major reports which have influenced the direction of mathematics education were examined, and underlying didactical principles were identified to determine the origins of previous and current educational policy.To determine upper school mathematics teachers' attitudes to curriculum and strategy changes, and the impact of the present curriculum upon students' choice of mathematics subjects, use was made of a variety of instruments - questionnaires and interview proformas - which were used to interview students prior to questioning them on such matters as their reasons for selecting specific units.Upper school ++mathematics teachers were also surveyed and interviewed in order to obtain the practitioners' views on new topics which were introduced, such as complex numbers and vectors. Five of Western Australia's most high profile mathematics educators who played significant roles during the period of this study were interviewed to determine their recollections of major points of discussion and concern in mathematics education at that time. Feedback from these interviews was used to compile a questionnaire for upper high school mathematics teachers to determine their opinion on such issues as the introduction and practicality of the new courses, teaching and learning strategies introduced, and the degree of support for the new curriculum.Ten teachers were interviewed one year after the survey to determine any changes in their perceptions about the new upper school mathematics courses. By means of a questionnaire, students' reasons for choosing specific mathematics subjects in either Year 11 or 12, and their perceived success in mathematics in general were sought. In order to determine the effectiveness of the new curriculum in terms of further studies, students' level of mathematical preparedness was investigated by means of a questionnaire for university mathematics staff. The results of this research indicate that the most recent curriculum change in the upper high school has been successfully introduced by the Education Department of Western Australia, although this has not always been the case with curriculum change in this State.Though initially daunted by the number of new topics which were to be taught, teachers were appreciative of the in-service courses available, the resources present and the general support they received from the Education Department. Traditional teaching strategies, such as 'drill-and-practice' and teacher-centred environments have been largely ++
replaced by a problem-solving and investigational approach to mathematics in a student-centred classroom environment. Clearly, the constructivist theory of learning has been a major influence on current teaching and learning strategies used in the upper school mathematics classroom. Teachers' opinions about the practicality of the new courses and approaches to teaching them were positive, though the view was held that previous traditional teaching methods should not be discarded.Specific weaknesses in the various mathematics courses introduced were identified (for example, inadequate attention paid to basic algebra and, in particular, to trigonometry), and many teachers were adamant that certain changes should be made for the benefit of the students (for example, reorganisation of parts of the course content). Improvements in the nature of the information provided to students at the time they make their upper school mathematics subject choice were strongly recommended. Information on influential factors regarding students' subject choices was obtained, and interviews with university mathematics staff showed that many first year students remain underprepared because of incorrect mathematics subject choices made in either Year 10 or 11.
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Vale, Isabel, Domingos Fernandes, and Antonio Borralho. "A new Elementary Mathematics Curriculum: Practice, Learning and Assessment Some Classroom Episodes." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83158.
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Al-Maskari, Zuwaina Saleh. "An evaluation of the new mathematics curriculum and its implementation in the Sultanate of Oman." Thesis, University of Liverpool, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400390.
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The aim of this research was to evaluate the new mathematics curriculum in Oman since its introduction in 1998. The study presented is both qualitative and quantitative in approach. Comparisons are made between the 'old and new' mathematics curricular in terms of students' attainment. The impact of the new curriculum on teachers and other education professionals is explored in interviews with teachers, inspectors and the Ministry staff involved in its implementation. The outcome of the evaluation provides some pointers for action as the new curriculum is progressively introduced in all Omani schools. The development of education in Oman since 1970 is described to set out the context of the study. The development of the education system and particularly the development of mathematics education are described. Chapter one outlines the aim of the study and its importance. Theories of learning such as how children develop their thinking skills and how they learn and remember are discussed including the new ideas on teaching and learning mathematics. These ideas include collaborative learning, learning through problem solving and learning by discovery. New methods of assessment such as performance assessment and portfolio assessment are also presented. The differences between the old and the new curricula are then examined in terms of content, teaching and learning materials, teaching methods, and assessment and evaluation. Chapter four describes and explains the design and methodology of this study. Qualitative and quantitative approaches are used to produce valid information about the implementation of the new curriculum. The instrument used in the quantitative approach was an attainment test and the qualitative approach based on groups of interviews with teachers, inspectors and other educational professionals. The results from the attainment tests show that, overall, pupils in grade four (age 10) following the new curriculum performed not as well as in the achievement tests than those were taught through the old curriculum. The quantitative results also show girls performed better than boys in both curriculum groups. Evidence from the interviews shows that all the participants, (teachers, inspectors, the Ministry staff) were positive and very committed to the new mathematics programme. Teachers did, however, face many difficulties in implementing the new curriculum including teaching the content in grades three and [our, how to put into practice the cooperative learning methods, problems in using an integrated approach, and in applying the new assessment instruments. In conclusion the main findings arising from the qualitative and quantitative evidence are discussed in detail. The results of this study have several implications for teaching the new curriculum, the types and kinds of teaching materials to use, and the training programmes which would best meet the needs of teachers. On the basis of this evidence, recommendations are made to improve teaching and learning mathematics in Omani schools, It is suggested that the curriculum content and the learning objectives should be redrafted as well as revisions to the teachers guide and activity guide. There is a need to encouraged teachers to use and integrate technologies in their teaching. Effective in-service training in order to understand the new assessment and evaluation strategies is urgently needed. Particular attention should be given to new teachers. Professional trainers from the Ministry should be actively involved in in-service training in the regions. A longitudinal evaluation study should be carried out to determine the effectiveness of different learning methods on the social and affective skills of children. It would be valuable to replicate this present study nationally focused on the transition from first cycle of basic education grades (1 104) through second cycle of the Easic Education grades (5 to l O) as the results of this study do not correspond with the findings of a number of other studies in the field of teaching and learning mathematics.
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Cooper, Carolyn Knox. "Design and Evaluation of an Environmental Science Curriculum for Secondary Students." UNF Digital Commons, 1996. http://digitalcommons.unf.edu/etd/254.
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Environmental education is becoming an increasingly important component of secondary science education as our society attempts to minimize the exploitations and damaging actions of humankind on the earth. Environmental education has evolved primarily from environmental consciousness in the 1960s to an environmentally active focus in the 1990s. This project examined the effectiveness of an environmental education curriculum that focuses on improving environmental behaviors and attitudes as well as knowledge.
The review of the literature for this project indicates that responsible environmental behaviors are linked to four types of environmental education categories. These categories are hierarchical and include: 1) ecological concepts, 2) conceptual awareness, 3) issue investigation and evaluation, and 4) environmental action skills (Disinger, 1993). A review of environmental education curricula provides a wide variety of activities in all four of the above listed categories.
Information documenting the relationship between the acquisition of environmental knowledge and behav~ural change as a result of participating in community based environmental activities is less evident. Therefore, this project attempted to investigate the relationships between participation in community-based environmental activities and tenth-grade students' knowledge and attitudes toward environmental issues.
During the spring semester of 1995 forty-five tenth-grade biology students at a private urban high school were pretested to assess their initial environmental concept knowledge and their initial environmental attitudes. These students were subsequently exposed to a three-week introduction to environmental concepts and to techniques for investigating environmental issues. Students were simultaneously given a variety of issues to investigate. An additional four hours of time were required of each student to participate in a community service related to an environmental concern. They submitted a written report of their work which included background research, method of participation, results and conclusions on the effect of their project on the environment. Following these experiences, a posttest was administered to assess any change in students' environmental knowledge or attitudes.
Effective environmental education encourages the active participation of students in environmental improvement. The results of this investigation could assist educators in the selection of appropriate environmental activities for use with high school students.
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Robertson, Cathy. "Restructuring High School Science Curriculum: A Program Evaluation." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/270.
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One rural Midwestern high school discovered a discrepancy among school, state, and national science skill attainment, verified by ACT scores. If students do not acquire vital science skills, they may not perform proficiently on science tests, thus impacting future college options. Inquiry based instruction and constructivism provided the basis for the theoretical framework. This study questioned associations between ACT scores, inquiry science technique usage, and ACT standard usage (Phase 1), and teachers' views on science instruction (Phase 2). This sequential explanatory mixed methods program evaluation included 469 ACT scores, surveys sent to 9 science teachers, and 8 interviews. Phase 1 used the inquiry science implementation scale survey and an ACT college readiness standards workbook to determine proportional associations between datasets. Descriptive statistics, one-sample t tests, and binomial tests were used to analyze Phase 1 data. Phase 2 interviews augmented Phase 1 data and were disassembled, reassembled, and interpreted for parallel viewpoints. Phase 1 data indicated that teachers use a slightly above average amount of inquiry and science ACT standards in the classroom; however, most science students did not test above the curriculum and there were inconsistencies in standards covered. Phase 2 data revealed teachers need time to collaborate and become skilled in inquiry methods to rectify the inconsistencies. The project was an evaluation report. This study will foster positive social change by giving the district a plan: adapt the science curriculum by integrating more ACT and inquiry standards and participate in more professional development that applies inquiry as a tool to increase science skill proficiency, thus generating locally competitive students for college and the workforce.
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Wong, Mau-wah. "Evaluation of a set of Hong Kong secondary school mathematics textbooks for form one and form two in light of the new curriculum." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963560.
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Yuan, Jing. "FROM MEAN TO QUANTILES: RETHINKING INDIVIDUAL DIFFERENCES IN MATHEMATICS ACHIEVEMENT AND MATHEMATICS SELF-EFFICACY." UKnowledge, 2019. https://uknowledge.uky.edu/edp_etds/82.
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The significance of this dissertation research is twofold with both methodological advancement and empirical update. In this dissertation research, quantile regression (QR) was introduced to social sciences researchers as a response to the weaknesses of the traditional mean-based regression often referred to as multiple regression. General advantages of QR includes being more flexible for modeling data with heterogeneous conditional distributions, more robust to outliers, and having richer characterization and description of the data. Results of QR allow researchers to not only describe a general trend of changes in the effects of the independent variables across a continuous distribution of the dependent variable but also provide information on characteristics of any shift in the distribution caused by the independent variables. These shifts pertain to location, scale, and shape shifts. This dissertation research reviewed graphical ways to examine location, scale, and shape shifts, and more importantly, developed statistical ways to quantify location, scale, and shape shifts (i.e., test for statistical significance of location, scale, and shape shifts).
Overall, this dissertation demonstrated that the introduction of QR as an advanced statistical procedure will advance the quantitative landscape of social sciences research. The results of this dissertation showed that QR can detect the differential effects of independent variables on the dependent variables that mean-based regression cannot detect and therefore uncovers more detailed relationships. This quality of QR enables more in-depth research than mean-based regression in many fields. The results of this dissertation also showed that QR allows for the understanding of relationships between variables outside the mean of the data, making it useful in understanding outcomes that are non-normally distributed and that have non-linear relationships with the independent variables. Finally, this dissertation introduced ways to detect and describe distributional shifts caused by the independent variables. The median regression line describes the (central) location shift. In addition to the estimated location shifts, the other QR lines provide information about the scale and shape shifts. This dissertation developed the bootstrapping approach to test for statistical significance when comparing location, scale, and shape shifts between parameters within and between samples (i.e., studies).
This dissertation research applied QR to the examination of individual differences in mathematics achievement and mathematics self-efficacy, using the 2003 and 2012 Programme for International Student Assessment (PISA) data. The QR results showed that the effects of many student characteristics were not constant across the mathematics outcomes distributions (i.e., mathematics achievement and mathematics self-efficacy). This suggested that individual differences were valued heterogeneously across the mathematics outcomes distributions. There was only one statistically significant location shift in terms of individual differences associated with family structure in both mathematics achievement and mathematics self-efficacy between 2003 and 2012. There was only one statistically significant scale shift in terms of individual differences associated with father SES in mathematics achievement for the middle 40 percent of the students between 2003 and 2012. There was only one statistically significant scale shift in terms of individual differences associated with gender in mathematics self-efficacy for the middle 40 percent of the students between 2003 and 2012. There was only one statistically significant shape shift in terms of individual differences associated with gender in mathematics self-efficacy between 2003 and 2012. Even though QR and LMR results can be similar in terms of statistical significance, they can differ dramatically in magnitude. Students’ age, gender, and socioeconomic status were typical examples in this study. The effect of student age generally became more positive as student mathematics achievement increased in 2003. This suggests that age had a stronger effect on better-performing students than lower-performing students in 2003. It also means that there are more age differences in the upper tail of student mathematics achievement distribution than in the lower tail.
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Govender, Indren. "The integration of technology in mathematics at secondary schools in the Western Cape to enhance learner performance: an evaluation of the Khanya Project." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9131_1267666625.
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There is a dire need to transform Mathematics education in the schooling system in South Africa as this is evident by the poor learner performance in the Mathematics examination results. There is a high failure rate in Mathematics at schools and the number of learners taking Mathematics up to the grade twelve level is on the decline. This study investigates the integration of computer technology in Mathematics education to improve learner performance.
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Gill, Clara. "AN EVALUATION OF INTEGRATED CURRICULUM AS IT EXISTS IN MATHEMATICS AND SCIENCE SSS AS WELL AS THE SUBSEQUENT SUPPORTIVE PRESENTA." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2506.
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This study attempted to verify points of intersection (POIs) between mathematics and science in the eighth grade Sunshine State Standards (SSS), and to develop a valid and reliable instrument to evaluate these POIs as they were presented in the respective mathematics and science textbooks approved for use in Florida public schools. Shannon and Weaver (1998) delineated a process for content analysis that informed the design of this analysis. The process began with an analysis of the SSS to uncover POIs between mathematics and science; considered effective strategies for presenting these points of intersection in the classroom; and examined the textbooks for a mutually supportive presentation of the POIs between the two domains. The criterion for textbook evaluation was synthesized from documents used by the National Research Council (NRC, 2004) and Project 2061 (Roseman, Kulm, Shuttleworth, 2001. These criteria were examined in terms of measureable elements of textbook design, vocabulary, inquiry and problem solving in order to create integrated objectives, which were then operationalized so that each objective could be evaluated using the Textbook Evaluation Document (TED). The validity of the TED was insured by the transparency of the process. Reliability was determined in two steps, first to determine the most reliable segments of the document and finally to confirm the reliability of those segments. It was determined that the vocabulary section of the TED consistently produced reliability scores above 70% with variation of Supportive Curriculum Scores (SCS) between textbooks. This indicated that a measure of supportive vocabulary could be generated for use in future studies for example correlating supportive curriculum with student achievement.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Education EdD
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Jones, Gregory A. (Gregory Alan) 1960. "The Relationship between Level of Implementation of the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards and 5th Grade Louisiana Educational Assessment Program Math Scores." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278954/.
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This study examined the relationship between levels of implementation of the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards and 5th Grade Louisiana Educational Assessment Program Math Scores with the effects of race of students accounted for. Secondary areas of interest were the relationship between LEAP mathematics scores with the effects of race of students accounted for and the teacher characteristics of years experience and educational attainment and of the relationship between level of implementation of the Standards and teacher characteristics. The population, from which a sample size of 250 was randomly drawn, was comprised of 1994-95 Louisiana public school teachers who taught in a regular 5th grade or departmentalized math class. Survey research was used to place the responding teachers at one of the five levels of implementation. Hierarchical Multiple Regression was used to analyze the question of primary interest. Race of the students was found to have accounted for nearly 9% of the variance in LEAP mathematics scores. This figure was statistically significant. The independent variable Level of Implementation of the Standards produced ambiguous results. Students of Level 1 (non-implementers) teachers were found to have statistically significantly higher LEAP scores than did students of Level 2 teachers. The Level 1 students had scores which were non-statistically significantly higher than did those of Level 3 and 5. Students of Level 4 teachers had scores which were significantly higher than those students whose teachers were at Level 2 and 5. No significant relationship was found to exist between student LEAP mathematics scores and teacher characteristics of years experience and educational attainment nor between levels of implementation of the Standards and the same two teacher characteristics. Despite these findings, in light of the amount of research pointing to their value, implementation of Standards is still highly recommended.
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Wong, Mau-wah, and 王茂華. "Evaluation of a set of Hong Kong secondary school mathematics textbooks for form one and form two in light of the new curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963560.
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Amici, Pamela Gene. "Factors that affect success in AP calculus." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1572428.
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The purpose of this study was to investigate factors that predict success in AP Calculus. The factors investigated include student study habits, such as time spent doing homework, working with a study group or tutor, phoning a friend for help, or using the Internet for help. The study also examined the classroom environment and structure and the affect of teacher knowledge and attitude on predicting success. Additionally, teacher teaching styles and teacher designed lessons that predicted success in AP Calculus were investigated. Seventy-three (N=73) former students in the course participated in the study. An online survey was conducted to collect data for the study. The study used multiple regressions to analyze the student data. The results showed that, when taken together, student study habits and teacher teaching styles were two factors that were statistically significant predictors of success in AP Calculus. The study found that the Internet was a factor that predicted success of AP Calculus which was important as students become more and more wired into cell phones, tablets, and other media devices.
Conversely, the results also showed that the classroom environment and structure, teacher knowledge and attitude, and the teacher designed lessons were not statistically significant in predicting success in AP Calculus. However, even though these were not significant statistically, the students expressed that they were very important contributors to their success. Recommendations include the application of specific study habits, teaching styles, and increase use of the Internet resources to students in school, including increased access to their various handheld devices such as cell phones and tablets.
Additionally it is recommended to continue the examination success factors in higher level math courses such as AP Calculus.
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Gill, Clara Joanne Schneberger. "An evaluation of integrated curriculum as it exists in mathematics and science SSS as well as the subsequent supportive presentation of those standards in eighth grade mathematics and science textbooks." Orlando, Fla. : University of Central Florida, 2010. http://purl.fcla.edu/fcla/etd/CFE0003010.
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Sloan, Stella. "A two and three dimensional high school geometry unit implementing recommendations in the National Council of Teachers of Mathematics curriculum and evaluation standards." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/647.
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Moran, Renee Rice. "The Impact of a High Stakes Teacher Evaluation System: Educator Perspectives on Accountability." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3587.
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The use of student achievement data to evaluate an individual teacher's effectiveness has become a new focus in educational policy. This article focuses on the underresearched teacher perception of this new policy measure. Drawing on ethnographic research procedures, this article explores how first-grade teachers in one state navigated a new high-stakes teacher evaluation system. Although the results indicate that teachers have a desire for accountability, findings also show a variety of beliefs on the validity of teacher evaluation, as well as differing applications of scoring measures across school contexts.
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DeLeon, Adam James. "A curriculum of non-routine problems in the middle school." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2592.
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This project is a study to determine if a group of middle school students can improve their problem solving ability by means of curriculum of nonroutine problems that was presented over a six month period.
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Nyirenda, Duncan M. C. "An evaluation of the implementation of national curriculum changes in science and mathematics in Malawi with reference to parallel changes in England and Wales." Thesis, University of Nottingham, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.281857.
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Moran, Renee Rice. "The Changing Face of Teacher Evaluation: Teacher Perceptions of One Policy Implementation." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3604.
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The call for teacher improvement has recently moved into the realm of policy with the implementation of Race to the Top. RTTT challenged states to raise the bar of teacher effectiveness through the implementation of more rigorous evaluation procedures, which are tied in part to student achievement. Tennessee was one of the first states to implement this type of teacher evaluation policy. Therefore, the purpose of this study was to examine teacher perception and to explore the role of the teacher in policy implementation and the relationship to instructional decision making in the classroom. Results point to the complexity of instructional change and the pivotal role of the administrator in facilitating that change.
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Biccard, Piera. "An investigation into the development of mathematical modelling competencies of grade 7 learners." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5301.
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Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: Mathematical modelling is becoming a popular teaching and learning approach in mathematics education. There is however a need within the modelling domain to identify exactly what modelling competencies are and how these competencies develop. This study examines how mathematical modelling competencies develop in Grade 7 students working in groups. Modelling is placed in the field of mathematics teaching and learning as a significant means of learning mathematics. Modelling competencies are identified and characterised from existing literature and explored through empirical generation and collection of data. The study is qualitative in nature and uses a mixed approach of design research and some aspects of grounded theory. Students’ progress through a modelling program is documented while the modelling competencies of students stereotyped as weak and strong are also investigated. The findings firmly support earlier research that competencies do develop in students who are exposed to modelling. A comprehensive picture of the modelling situation is presented since this study merges competencies from other studies into a detailed analysis of the modelling situation - it presents an authentic modelling situation of students working in groups and furthers the discussion on modelling competencies. The analysis of the data suggests that the development of modelling competencies is complex and interrelated but that competencies do develop progressively in groups involved in modelling tasks. Recommendations for additional studies include studies of a longer duration and a full investigation into the link between modelling and language ability.
AFRIKAANSE OPSOMMING: Wiskundige modellering is besig om ‘n populêre onderrig- en studiebenadering in wiskundeonderwys te word. Daar is egter ‘n behoefte om die modelleringsbevoegdhede te identifiseer in hierdie veld en om te weet hoe hierdie bevoegdhede ontwikkel. Hierdie studie ondersoek watter bevoegdhede in wiskundige modellering by Gr.7 studente wat in groepe saamwerk ontwikkel. Modellering is in die studieveld van wiskundeonderrig en -leer geplaas as 'n betekenisvolle leerwyse in wiskunde. Modelleringsbevoegdhede word vanuit bestaande literatuur en navorsing geïdentifiseer en beskryf deur empiriese generering en versameling van data. Die studie is kwalitatief van aard en gebruik ‘n gemengde benadering van ontwikkelingsondersoek en sekere aspekte van begronde teorie. Studente se vordering in die modelleringsprogram is gedokumenteer terwyl die modelleringsbevoegdhede van gestereotipeerde swak en sterk studente ook ondersoek is. Die resultate bevestig vroeëre navorsing dat bevoegdhede ontwikkel word deur studente wat blootgestel is aan modellering. ‘n Omvattende beeld van die modelleringsituasie is in hierdie studie aangebied waardeur modelleringsbevoegdhede, soos geïdentifiseer in ander studies, tot ‘n gedetailleerde analise van die modelleringsituasie saamgevoeg word. Dit verteenwoordig dus ‘n outentieke modelleringsituasie van studente wat in groepe saamwerk en bevorder so die gesprek oor modelleringsbevoegdhede. Die analise van die data suggereer dat die ontwikkeling van modelleringsbevoegdhede kompleks en geïntegreerd is, en dat bevoegdhede progressief ontwikkel in groepe wat betrokke is by modelleringstake. Aanbevelings vir addissionele studies sluit langer ondersoektydperke in en 'n dieper ondersoek na die verband tussen modellering en taalvaardigheid.
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Moran, Renee Rice. "The Implications of High-Stakes Teacher Evaluation on Decision Making in the Literacy Classroom." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3602.
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Mueller, Kristi Joanne. "Reaching the standards: An action research project using a constructivist survey to measure the effects of curricular change based on the goals of the National Science Education Standards." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1666.
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Hoskins, Matt C. "Structural-Symbolic Translation Fluency: Reliability, Validity, and Usability." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3012.
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Standardized formative mathematics assessments typically fail to capture the depth of current standards and curricula. Consequently, these assessments demonstrate limited utility for informing the instructional implementation choices of teachers. This problem is particularly salient as it relates to the mathematical problem solving process. The purpose of this study was to develop and evaluate the psychometric characteristics of Structural-Symbolic Translation Fluency, a curriculum-based measure (CBM) of mathematical problem solving. The development of the assessment was based on previous research describing the cognitive process of translation (Mayer, 2002) as well as mathematical concept development at the quantitative, structural, and symbolic levels (Dehaene, 2011; Faulkner, 2009; Griffin, 2004).
Data on the Structural-Symbolic Translation Fluency assessment were collected from 11 mathematics and psychometrics experts and 42 second grade students during the spring of 2016. Data were analyzed through descriptive statistics, frequencies, Spearman-Brown correlation, joint probability of agreement, Pearson correlation, and hierarchical multiple regression. Psychometric features of interest included internal consistency, inter-rater reliability, test-retest reliability, content validity, and criterion-related validity. Testing of the 9 research questions revealed 9 significant findings. Despite significant statistical findings, several coefficients did not meet pre-established criteria required for validation. Hypothesized modifications to improve the psychometric characteristics are suggested as the focus of future research. In addition, recommendations are made concerning the role of assessing the translation process of mathematical problem solving.
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Saam, Susan. "How the Shift in the Tennessee State Mathematics Standards Has Influenced the Basic Skills of Incoming High School Freshmen." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3552.
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Students entering the high school mathematics classroom are not prepared to learn Algebra 1. In this study, four years of basic skill math data was collected from students on their first full day of high school after summer break. The study shows how much basic math they knew and analyzes the incorrect responses on a Basic Skills Test developed by the researcher. This analysis attempts to discover how the students were processing the math on the test. The study also looks at the shift of the standards over the past ten years in the State of Tennessee. This study answers the question of whether or not this shift has enabled students to know more basic math.
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Moomaw, Sally Coup. "Measuring Number Sense in Young Children." University of Cincinnati / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1204156224.
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Nivens, Ryan, and Daniel Romano. "A View on Research in Mathematics Education in Republic Of Srpska during 2010–2015 through Quantitative Analysis of Published Texts." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/2636.
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Studies of the publishing practices in mathematics education have situated sets of journals in tiers of quality. These reports document the rankings and prestige of only a subset of the wealth of journals available for publishing in mathematics education. We posit that there is value, quality, and purpose to be found in journals that present studies that are of value on a regional level, and that the studies are extremely important to the field. This is particularly important for journals published in languages other than English, and the studies referenced above are almost entirely English-language journals. In this paper we seek to demonstrate that we as a field of researchers cannot discount the value and role of these regional and small-country journals. Using a case study of one small European country, we quantitatively present the areas of strength and weakness in the publishing practices in mathematics education journals that are unlikely to be seen beyond the region of their publication. We conclude with recommendations to publish in areas where research is lacking as well as recommendations to the community at large to recognize the value of such outlets.
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Sibanda, Bonani. "The perception of educators and subject advisors on the bearing that the South African mathematics curriculum design has on underachievement in schools in the King Williams Town education district of the Eastern Cape." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1013106.
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The present study investigates the National Curriculum Statement (NCS) Mathematics curriculum Design issues which have a bearing on underachievement at Grade 12 in selected schools in the King Williamstown Education District. It stems from the premise that curriculum design is plausible explanation for Mathematics achievement. In pursuit of this line of thought, the study looked at curriculum design types such as linear, sequential, and spiral arrangement of contents, as well as curriculum design aspects such as sequencing, progression, integration, pacing and organisation of contents. The study also looked at the perceptions educators and subject advisors have with respect to the bearing that these aspects have on underachievement in Mathematics. The interpretive paradigm was used to frame and focus the study. The sample included five schools selected on purpose, with underperformance in Mathematics as an inclusion criterion. These schools constituted the cases of this research. Data was obtained from the interviews which were conducted with the Mathematics educators of the selected schools, and the Mathematics subject advisor of the district to find out about their perceptions with regard to the impact of Mathematics curriculum design on students’ underachievement in Grade 12. In addition, the contents of the National Curriculum Statement for Mathematics documents were analysed. The findings revealed that the scope (contents coverage) is too wide, and that the skills which are supposed to be developed in learners per term are not fully developed. Time allocation is unreasonably limited as a result learners are unable to cover the scope for the term. Revisiting of topics done every year in a spiral fashion is good but the balance between superficiality and depth is not achieved, and that it is done without checking and understanding learners’ previous knowledge on the topic. The sequencing of certain topics has to be looked into and revised. The study also revealed that Mathematics curriculum design, link and progression from primary to high school is good but not all details covered which leave students with content gaps that impede the learning of certain topics. The researcher came out with the following recommendations: From this case study, it appears that teachers still need more empowerment in NCS. Educators still need training on the NCS so they can be confident with the Mathematics NCS content. In most schools the scope is not covered and skills that are supposed to be developed in learners every term are not developed because of slow learners and the time factor. Therefore, the Department of education needs to give the scope taking into consideration the slow learners and make sure that the time they give every term also takes into consideration the time used for tests. It also appears that the learners are slow because of the language barrier. Educators spend a lot of time saying the same things to the learners so that they can understand. Since the learners do almost all the subjects in English and write their examination in English if they are from an English medium school, it would be a good idea for the DOE to introduce English to the learners as early as grade R, as in the model C schools. If that is done, it might remove the language barrier and hence reduce underachievement in Mathematics. It appears that the educators revisit topics every year but do not balance superficiality and depth. Educators should be encouraged to take every topic seriously every year and not just repeat what they covered in the previous grade. They should use it as a base for the new content. If that is done, it might help the achievement in Mathematics.
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Ramukumba, Mokholelana Margaret. "The role of beliefs, conceptualisations and experiences of OBE in teaching practice." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5378.
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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 2010.Bibliography
The implementation of OBE has significant implications for teachers’ work; adopting an OBE approach entails reconstruction of professional knowledge and a redefinition of planning procedures, teaching approaches and assessment practices. A teacher attempting to make sense of OBE, learning outcomes, assessment standards, band levels, NQF, etc. will inevitably bring his/her worldviews, past experiences and beliefs into the process of teaching and learning, and would also need to engage with new concepts to keep track of the changes in meaning and priorities. Within this changing education scenario OBE, as an initiative, offers opportunities for new pedagogies to flourish, marking a departure from the safe haven of traditional pedagogy. Therefore a perspective on teachers’ beliefs regarding OBE can provide an alternative interpretive lens for researchers through understanding teachers’ actions and thoughts. Purpose: The aim was to examine strategies teachers employ in their classrooms in response to their beliefs about OBE. Teachers’ epistemological beliefs were explored and linked to OBE pedagogical frameworks and classroom management practices. Their belief systems were divided into three categories – the teachers’ views about OBE, mathematics knowledge, and the teaching and learning of mathematics. This study was based on the belief that conceptions are specific meanings given to phenomena, derived from different experiences involved in helping individuals make sense of their world. Furthermore, those worldviews in turn influence how new information is perceived. Methodology: The researcher adopted a qualitative exploratory design. The method of choice for this study was a combination of elements of phenomenology and ethnography. Nineteen teachers were interviewed and observed. The sample was drawn from two former Model C schools and three township schools. Data were analysed qualitatively. Findings: The findings confirmed that there are multiple beliefs that constitute a personal epistemology. Therefore, to investigate some unique entities of the belief system such as OBE requires examining the broader belief system. The majority of teachers responded to OBE implementation with uncertainty, anger, frustration and anxiety. In the absence of certainty about OBE and faced with a myriad of classroom iv challenges, teachers relied on their experience to make decisions regarding what was important to know, they drew on their own personal teaching theories more than what they thought about OBE to make judgments of learning processes. This study concludes that the link between teachers’ beliefs, conceptualisation of OBE and teaching practice is weak. Their beliefs about the nature of mathematics knowledge, teaching and learning mathematics had stronger connections with, and represented the basis for teachers’ pedagogical purpose behind their preferred teaching practice.
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Morales, Zoe A. "Using a Repeated Measures ANOVA Design to Analyze the Effect Writing in Mathematics Has on the Mathematics Achievement of Third Grade English Language Learners and English Speakers." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2719.
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The gap that exists between English language learners and English speaking students’ achievement in mathematics continues to grow. Moreover, students are now required to show evidence of their mathematics knowledge through writing in standardized assessments and class assignments.
The purpose of this study was to analyze students’ writing in mathematics and the metacognitive behaviors they portrayed through their writing as they solved mathematics problems. The instruments included a pretest, two biweekly tests, and a posttest. The writing instruction encompassed students learning to solve problems by using Polya’s four phases of problem solving which was completed in 12 sessions over a period of 6 weeks. Garofalo and Lester’s framework which renamed Polya’s phases into orientation, organization, execution, and verification, was used to look at the metacognitive behaviors students used. The participants included 67 students enrolled in four third grade classes, who were English language learners and English speakers.
This research followed a quasi-experimental design, with a treatment group and a control group. A one-way repeated ANOVA was used to analyze the data. The findings showed no significant difference between the mathematics achievement scores of treatment and control. However, growth trends in achievement scores revealed that the treatment group scores were increasing faster than the control group scores across the four tests during the 6-week study. Moreover, significant differences were found between the treatment and the control groups when the problem solving with metacognitive behaviors scores were analyzed. Descriptive statistics showed the frequency of occurrence of each of the problem solving phases increased steadily across the four tests for the students in the treatment group. During the posttest, 100% of treatment group students wrote about metacognitive behaviors they used during the orientation and organization phases, 91.4% wrote about their metacognition for executing the solution, and 80% wrote about the verification process they followed.
These findings are useful to education professionals who are interested in creating programs for teaching mathematics at the elementary level that include effective problem solving practices. This evidence-based method may be adopted in school districts with large populations of ELLs in order to assist these students when solving problems in mathematics.
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Taneja, Anju. "Argumentation in Science Class| Its Planning, Practice, and Effect on Student Motivation." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133198.
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Studies have shown an association between argumentative discourse in science class, better understanding of science concepts, and improved academic performance. However, there is lack of research on how argumentation can increase student motivation. This mixed methods concurrent nested study uses Bandura’s construct of motivation and concepts of argumentation and formative feedback to understand how teachers orchestrate argumentation in science class and how it affects motivation. Qualitative data was collected through interviews of 4 grade-9 science teachers and through observing teacher-directed classroom discourse. Classroom observations allowed the researcher to record the rhythm of discourse by characterizing teacher and student speech as teacher presentation (TP), teacher guided authoritative discussion (AD), teacher guided dialogic discussion (DD), and student initiation (SI). The Student Motivation Towards Science Learning survey was administered to 67 students before and after a class in which argumentation was used. Analysis of interviews showed teachers collaborated to plan argumentation. Analysis of discourse identified the characteristics of argumentation and provided evidence of students’ engagement in argumentation in a range of contexts. Student motivation scores were tested using Wilcoxon signed rank tests and Mann-Whitney U-tests, which showed no significant change. However, one construct of motivation—active learning strategy—significantly increased. Quantitative findings also indicate that teachers’ use of multiple methods in teaching science can affect various constructs of students’ motivation. This study promotes social change by providing teachers with insight about how to engage all students in argumentation.
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Osborne, Michael C. "STUDENT HELP-SEEKING BEHAVIORS AND TEACHER INSTRUCTIONAL PRACTICES: EXAMINING THEIR RELATIONSHIP WITH U.S. STUDENT MATHEMATICS ACHIEVEMENT." UKnowledge, 2019. https://uknowledge.uky.edu/edc_etds/25.
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Even though the United States (U.S.) spends, on average, more money per student than most Organisation for Economic Co-operation and Development (OECD) countries, it continues to lag behind its international peers in mathematics achievement. This study, which responded to the call for educational reforms that improve the mathematics achievement of U.S. students, aimed to examine the issue of student help-seeking behaviors and teacher instructional practices as they interact to affect student mathematics achievement. The Programme for International Student Assessment (PISA) defines student help-seeking behaviors as the ways in which students have a propensity to depend on the knowledge and intellect of others, including both their peers and teachers, when attempting to solve problems.
Because mathematics is perhaps the most difficult school subject, student help-seeking behaviors should be a critical component of mathematics learning and teaching. Unfortunately, the research literature is barren concerning this important educational issue. This study attempted to produce the first wave of empirical evidence and open up an avenue for future research in this less-charted academic field, with the ultimate goal being to use students’ help-seeking behaviors to improve their mathematics achievement.
Using the U.S. sample of 15-year-old students from PISA 2012 (the most recent PISA assessment in which the main area of focus was mathematical literacy), this study intended to determine whether students’ help-seeking behaviors play a significant role in their mathematics achievement, whether this relationship varies from school to school, and whether teacher instructional practices contribute to the school-level variation. Due to the multilevel structure of the data, with students being nested within schools, a two-level hierarchical linear model (HLM) was employed in the analysis of the data. Multiple measures of mathematics achievement were used as the dependent variables for separate analyses. Student help-seeking behavior was used as the key student-level independent variable, while three teacher instructional practices were used as the key school-level independent variables. In addition, several student and school background characteristics were used as control variables.
The findings from this study indicate that student help-seeking behavior has a statistically significant effect on all measures of student mathematics achievement, even after controlling for various student background characteristics. On the other hand, the study did not find statistically significant evidence that the effects of student help-seeking behavior on any measure of student mathematics achievement vary from school to school. Overall, the issue of student help-seeking behaviors should be considered a worthy topic to pursue in future educational research. From a practical standpoint, since students’ mathematics achievement is positively associated with their help-seeking behaviors, efforts should be made to educate mathematics teachers on how to encourage their students to be more proactive in seeking help in the learning of mathematics.
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Fowler, Linda D. "Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1799.
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Many U.S. students do not perform well on mathematics assessments with respect to algebra topics such as linear functions, a building-block for other functions. Poor achievement of U.S. middle school students in this topic is a problem.
U.S. eighth graders have had average mathematics scores on international comparison tests such as Third International Mathematics Science Study, later known as Trends in Mathematics and Science Study, (TIMSS)-1995, -99, -03, while Singapore students have had highest average scores. U.S. eighth grade average mathematics scores improved on TIMMS-2007 and held steady onTIMMS-2011. Results from national assessments, PISA 2009 and 2012 and National Assessment of Educational Progress of 2007, 2009, and 2013, showed a lack of proficiency in algebra. Results of curriculum studies involving nations in TIMSS suggest that elementary textbooks in high-scoring countries were different than elementary textbooks and middle grades texts were different with respect to general features in the U.S.
The purpose of this study was to compare treatments of linear functions in Singapore and U.S. middle grades mathematics textbooks. Results revealed features currently in textbooks. Findings should be valuable to constituencies who wish to improve U.S. mathematics achievement.
Portions of eight Singapore and nine U.S. middle school student texts pertaining to linear functions were compared with respect to 22 features in three categories: (a) background features, (b) general features of problems, and (c) specific characterizations of problem practices, problem-solving competency types, and transfer of representation. Features were coded using a codebook developed by the researcher. Tallies and percentages were reported. Welch's t-tests and chi-square tests were used, respectively, to determine whether texts differed significantly for the features and if codes were independent of country.
U.S. and Singapore textbooks differed in page appearance and number of pages, problems, and images. Texts were similar in problem appearance. Differences in problems related to assessment of conceptual learning. U.S. texts contained more problems requiring (a) use of definitions, (b) single computation, (c) interpreting, and (d) multiple responses. These differences may stem from cultural differences seen in attitudes toward education. Future studies should focus on density of page, spiral approach, and multiple response problems.
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Tash, Gina G. "A phenomenological study of assessment methods in the inquiry -based science classroom: How do educators decide?" ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/667.
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The purpose of this phenomenological study was to describe the experiences of science educators as they select and develop assessment methods for inquiry learning. Balancing preparations for standardized tests and authentic inquiry assessment experiences can be challenging for science educators. The review of literature revealed that current research focused on instructional methods and assessment, students' assessment experiences, and teachers' instructional methods experiences. There remains a gap in current literature regarding the experiences of science educators as they select and develop assessment methods for inquiry learning. This study filled the gap by providing a description of the experiences of science educators as they select and develop assessments for inquiry learning. The participants in this study were 16 fifth through eighth grade science teachers who participate in the Alabama Math, Science, and Technology Initiative (AMSTI) in northwest Alabama. A phenomenological research method was chosen in order to describe the experiences of AMSTI science teachers as they select and develop assessments for inquiry learning. Data were collected through interviews and focus group discussions. The data analysis used a modified Stevick-Colaizzi-Keen framework. The results showed AMSTI science teachers use a variety of assessment resources and methods, feel pressures to meet Adequate Yearly Progress (AYP), and implement varying degrees of change in their assessment process due to No Child Left Behind (NCLB). Contributing a positive social change, this study's findings supplied science teachers with descriptions of successful inquiry classrooms and creative assessments that correspond to inquiry-based learning methods.
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Agboola, Oluwaseun O. "Inclusive Teaching Strategies: An Evaluation of Course Structure and Summative Assessment in Introductory Biology." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3221.
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Several active learning strategies have been used when increasing the structure of a course as increasing course structure has been known to improve student learning in introductory STEM courses. Much has been studied on the value of frequent formative assessment; however, few studies have evaluated the effective modes of delivering summative assessment. This study examines the use of summative assessment as an inclusive teaching practice to improve first generation college student success in introductory biology and also uses faculty surveys to find out how instructors structure their introductory biology course and why they are structured that way. Final exams were evaluated by Bloom’s Taxonomy of Learning. Survey results showed that many instructors used online activities most of the time to supplement face-to-face courses. However, student and faculty viewpoints on assessments offer many interesting insights into how instructors may modify teaching strategies to increase the success of diverse student populations.
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Baker, Shelletta. "Conscious Conclusions: The Effect of Positive-Attitude Cues on Teacher Candidate Dispositions about Mathematics." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/824.
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The purpose of this study was to use elements for developing teacher identity, personal philosophy, beliefs about teaching and learning, and reflection to frame an examination of the effect of Positive-Attitude Cues (PACs) on teacher candidates’(n = 135) mathematics anxiety and expressive writing. Participants were randomly assigned to a treatment (PACs) or control group (No-PAC) and their dispositions about mathematics were examined using the Revised Mathematics Anxiety Rating Scale (MARS-R); which had a Cronbach’s alpha of 0.96 and an expressive writing task before and after the intervention. A significant main effect of test time showed that participants in the posttest condition: (M = 67.54, SD = 19.06) responded with less total mathematics anxiety than participants in the pretest condition (M = 73.22, SD = 19.78), F (1, 133) = 40.61, p < .001, d = -.29; (M = 41.56, SD = 11.82) responded with less learning mathematics anxiety than participants in the pretest condition (M = 45.36, SD = 12.98), F (1, 133) = 38.56, p < .001, d = -.31; and (M = 25.98, SD = 8.03) responded with less mathematics test anxiety than participants in the pretest condition (M = 27.88, SD = 7.74), F (1, 133) = 29.55, p < .001, d = -.24. Also, there was a significant increase in the percentage of positive expressive writing tasks by PAC participants pre (N = 27) (M = .40, SD = .49) versus post (N = 56) (M = .84, SD = .37) intervention; p < .001 (2-sided); and no-PAC participants pre (N = 24) (M = .35, SD = .48) versus post (N = 60) (M = .88, SD = .33) intervention; p < .001 (2-sided). The results of this study can inform leadership and policy related to educator preparation.
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Li, Feng. "Evaluating High School Biology Modeling Instruction in South Florida: A Comparative Case Study." FIU Digital Commons, 2017. https://digitalcommons.fiu.edu/etd/3522.
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The dissertation, with a collected papers approach, focused on evaluating the implementation of MI curriculum in high school Biology I classes in south Florida. The dissertation included the development and validation of the Biology Identity and Persistence Survey (BIPS), the connection of instructors’ teaching practices with students’ biology identities, evolution identities, and career aspirations, and the connection of instructors’ teaching practice with students’ conceptual understanding in evolution. In the first part of the dissertation study, the BIPS was validated through expert review and student cognitive interviews for its face and content validity. Confirmatory factor analysis addressed the construct validity of the final version of the BIPS, after removing four problematic items. The Cronbach’s alpha and test-retest reliability analysis indicated that the BIPS was a reliable instrument in terms of its internal reliability and stability. In the second part of the dissertation study, the comparison between the MI and non-MI classes indicated that there was no detectable significant difference between the MI classes and non-MI classes in students’ development of biology identities and evolution identities, and shifts in career aspirations. Using the analysis of the MI and non-MI instructors’ teaching practices, it was suggested that the use of intentional lack of inquiry closure, seeding, small-group collaboration, whole-class discussion, and Socratic questioning might contribute to students’ biology/evolution identity development. In the third part of the dissertation study, the Evolution Concept Inventory was demonstrated as an invalid and unreliable research instrument. Qualitative analysis of instructors’ teaching practices suggested that interactions between MI instructional materials and MI pedagogical techniques, including student-centered teaching, small-group collaboration, student-student interaction, whole-class discussion, and Socratic questioning, might contribute to students’ gain of conceptual understanding in evolution. On the basis of the research findings, this dissertation provided suggestions for high school biology MI instructors and high school biology MI workshops.
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Moraes, Tatiane Gonçalves. "Sistema de Avaliação do Estado de Goiás (SAEGO): interpretação estatística e pedagógica dos itens de matemática." Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/5824.
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A presente dissertação foi desenvolvida como parte de nossos trabalhos no âmbito do Mestrado Profissional em Gestão e Avaliação da Educação (PPGP) da Universidade Federal de Juiz de Fora (UFJF). O caso de gestão discute de que forma o Centro de Políticas Públicas e Avaliação da Educação da Universidade Federal de Juiz de Fora (CAEd/UFJF), contratado pela Secretaria de Educação do Estado de Goiás, pode contribuir para, com base nas análises estatísticas e pedagógicas de itens de matemática do 3º ano do ensino médio, por ele realizadas, fornecer aos profissionais da educação goiana recomendações para que estes empreendam esforços no intuito de fortalecer os pontos fortes e corrigir possíveis fragilidades no ensino de Matemática. Em termos metodológicos, o estudo do desempenho dos alunos nos itens de Matemática é aqui realizado com base nos percentuais de acerto corrigidos dos itens e controlados pelo índice socioeconômico da população avaliada. Dessa forma, elencamos como tema desta dissertação a avaliação em larga escala; como objeto, os dados estatísticos do teste aplicado pelo Sistema de Avaliação Educacional do Estado de Goiás (SAEGO), em 2014; e, como plano de ação, uma sugestão para a reestruturação do boletim pedagógico, tendo como meta a implementação de um mapa de aprendizagem de Matemática para o Ensino Médio.
This dissertation has been developed as part of our work in the Mestrado Profissional em Gestão e Avaliação da Educação (PPGP, or Professional Master´s Course on Educational Management and Evaluation), of the Universidade Federal de Juiz de Fora (UFJF, Federal University of Juiz de Fora). The management study case discusses how the Centro de Políticas Públicas e Avaliação da Educação of the Universidade Federal de Juiz de Fora (CAEd/UFJF, Center for Public Policy and Educational Evaluation), as an institution hired by the Goiás State Secretary of Education, can contribute for providing to Goiás education professionals recommendations able to make them improve even more eventual strengths and correct weaknesses in Mathematics teaching, based on statistical and pedagogical analyses done on High School 3rdgrade Mathematics items. Methodologically, the study of student performance is carried out on the basis of right answer percentages controlled by student socioeconomic status. The theme of the dissertation is thereby large-scale evaluation; its study object is the statistical data of the 2014 test applied by the Sistema de Avaliação Educacional do Estado de Goiás (SAEGO, Goiás State Educational Evaluation System), in 2014; and its action plan is a suggestion for restructuring the pedagogical bulletin, with the aim of implementing a High School Mathematics learning map.
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Nivens, Ryan Andrew, and Catherine Paolucci. "Turning Policy into Practice: A Case Study Examining the Interplay Between Policy, Research, and Program Design in Teacher Education." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/223.
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Rosenzweig, Amanda. "Comparing Biology Grades Based on Instructional Delivery and Instructor at a Community College: Face-to-Face Course Versus Online Course." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1550.
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Through distance learning, the community college system has been able to serve more students by providing educational opportunities to students who would otherwise be unable to attend college. The community college of focus in the study increased its online enrollments and online course offerings due to the growth of overall enrollment. The need and purpose of the study is to address if there is a difference in students’ grades between face-to-face and online biology related courses and if there are differences in grades between face-to-face and online biology courses taught by different instructors and the same instructor. The study also addresses if online course delivery is a viable method to educate students in biology-related fields.
The study spanned 14 semesters between spring 2006 and summer 2011. Data were collected for 6,619 students. For each student, demographic information, cumulative grade point average, ACT, and data on course performance were gathered. Student data were gathered from General Biology I, Microbiology of Human Pathogens, Human Anatomy and Physiology I, and Human Anatomy and Physiology II courses.
Univariate analysis of variance, linear regression, and descriptive analysis were used to analyze the data and determine which variables significantly impacted grade achievement for face-to-face and online students in biology classes. The findings from the study showed that course type, face-to-face or online, was significant for Microbiology of Human Pathogens and Human Anatomy and Physiology I, both upper level courses. Teachers were significant for General Biology I, a lower level course, Human Anatomy and Physiology I, and Human Anatomy and Physiology II. However, in every class, there were teachers who had significant differences within their courses between their face-to-face and online courses.
This study will allow information to be concluded about the relationship between the students’ final grades and class type, face-to-face or online, and instructor. Administrators, faculty and students can use this information to understand what needs to be done to successfully teach and enroll in biology courses, face-to-face or online.
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Charnock, Nathan Lee. "Predictive Modeling of Enrollment and Academic Success in Secondary Chemistry." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/36.
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The aim of this study was to identify predictors of student enrollment and successful achievement in 10th grade chemistry courses for a sample drawn from a single academic cohort from a single metropolitan school district in Florida. Predictors included, among others, letter grades for courses completed in academic classes for each independent grade level, sixth through 10th grade, as well as standardized test scores on the Florida Comprehensive Assessment Test and demographic variables. The predictive models demonstrated that it is possible to identify student attributes that result in either increased or decreased odds of enrollment in chemistry courses. The logistic models identified subsets of students who could potentially be candidates for academic interventions, which may increase the likelihood of enrollment and successful achievement in a 10th grade chemistry course. Predictors in this study included grades achieved for each school year for coursework completed in mathematics, English, history, and science, as well as reported FCAT performance band scores for students from sixth through 10th grade.
Demographics, socioeconomic status, special learning services, attendance rates, and number of suspensions are considered. The results demonstrated that female students were more likely to enroll in and pass a chemistry course than their male peers. The results also demonstrated that prior science achievement (followed closely by mathematics achievement) was the strongest predictor of enrollment in—and passing of—a chemistry course. Additional analysis also demonstrated the relative stability of academic GPA per discipline from year to year; cumulative achievement was the best overall indicator of course enrollment and achievement.
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Garduno, Ana Eugenia. "Preschool and Educational Technology: Evaluating a Tablet-Based Math Curriculum in Mexico City." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112711.
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This study examines the effect of an intervention called Native Numbers on the development of number sense and quantitative skills in low-SES preschool children (ages 5 to 6) in Mexico City, using a randomized control trial (RCT). Native Numbers (NN) is a math curriculum built as an application for iPads that includes activities on number concepts, relations, ordering and counting. The study was conducted in 2014, with eight participating schools and an analytic sample of 249 students. The intervention lasted two weeks in each school, and compared students randomly assigned to a group using NN with a group using iPads with no educational content. Data was collected on pre and post measures of student’s cognitive skills, as well as contextual information from families. This study shows a small potential positive effect of Native Numbers on quantitative abilities of children, though there is a lack of statistical power to find significant effects. However, heterogeneous effects of the treatment were found for mothers’ schooling. A statistically significant interaction between treatment and mother’s years of education revealed that the impact of the treatment was significantly higher for children whose mothers had fewer years of education. The frequency of home numeracy activities was also statistically significant in this model.
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Galindo, Marilys. "A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1010.
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From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful.
The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year?
The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.
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Urbina, Josue N. "The Relationship between Selected Standardized Test Scores and Performance in Advanced Placement Math and Science Exams: Analyzing the Differential Effectiveness of Scores for Course Identification and Placement." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1208.
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There is a national need to increase the STEM-related workforce. Among factors leading towards STEM careers include the number of advanced high school mathematics and science courses students complete. Florida’s enrollment patterns in STEM-related Advanced Placement (AP) courses, however, reveal that only a small percentage of students enroll into these classes. Therefore, screening tools are needed to find more students for these courses, who are academically ready, yet have not been identified.
The purpose of this study was to investigate the extent to which scores from a national standardized test, Preliminary Scholastic Assessment Test/ National Merit Qualifying Test (PSAT/NMSQT), in conjunction with and compared to a state-mandated standardized test, Florida Comprehensive Assessment Test (FCAT), are related to selected AP exam performance in Seminole County Public Schools. An ex post facto correlational study was conducted using 6,189 student records from the 2010 - 2012 academic years.
Multiple regression analyses using simultaneous Full Model testing showed differential moderate to strong relationships between scores in eight of the nine AP courses (i.e., Biology, Environmental Science, Chemistry, Physics B, Physics C Electrical, Physics C Mechanical, Statistics, Calculus AB and BC) examined. For example, the significant unique contribution to overall variance in AP scores was a linear combination of PSAT Math (M), Critical Reading (CR) and FCAT Reading (R) for Biology and Environmental Science. Moderate relationships for Chemistry included a linear combination of PSAT M, W (Writing) and FCAT M; a combination of FCAT M and PSAT M was most significantly associated with Calculus AB performance.
These findings have implications for both research and practice. FCAT scores, in conjunction with PSAT scores, can potentially be used for specific STEM-related AP courses, as part of a systematic approach towards AP course identification and placement. For courses with moderate to strong relationships, validation studies and development of expectancy tables, which estimate the probability of successful performance on these AP exams, are recommended. Also, findings established a need to examine other related research issues including, but not limited to, extensive longitudinal studies and analyses of other available or prospective standardized test scores.
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Sproat, William. "Success Rates of Second Semester Anatomy Students in Online and On-Ground Classes at a Community College in East Tennessee." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3371.
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Educators expect the number of institutions offering online courses and the number of students enrolling in these courses to increase as many students, particularly nontraditional students, discover the advantages of online content delivery. Online courses require new methods of communication between students and faculty as well as discovering new ways to build relationships, earn student trust, conduct appropriate assessment, and deliver useful course content. Many institutions—public, private, and for-profit—offer a wide variety of online coursework but faculty, employers, and the public have expressed concerns about the quality of online course content. In particular, online delivery of coursework in the natural and physical sciences, courses previously offered only in an on-ground format because of their laboratory components, has raised questions about efficacy.
The current study was designed to investigate whether there were significant differences in student success between online and on-ground second semester anatomy courses at a community college in East Tennessee during a 5-year period. Statistical analyses were conducted on the following variables: lecture final examination grade, final lecture course grade, final laboratory course grade, sex, age, and content delivery for students enrolled in online and on-ground Anatomy 2 courses at the participating community college. The results of this study indicated that the most successful students in Anatomy 2 lecture and laboratory classes were older (nontraditional-aged) male and female students who attended on-ground classes. Older students in on-ground classes were more likely to earn an A in both lecture and laboratory classes than younger (traditional-aged) students. On-ground male and female students also gained admission into the nursing program at a greater rate than did male and female students from online sections. While age apparently made no difference in the admission rate for female students, older male students from on-ground sections had a greater admission rate than younger male students.
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Song, Timothy. "Putting Educational Reform Into Practice: The Impact of the No Child Left Behind Act On Students, Teachers, and Schools." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2187.
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This thesis seeks to investigate the effects of the No Child Left Behind Act (NCLB) on U.S. student achievement and teacher effectiveness. By combining the results from various data sources, I am able to indicate the levels of student preparedness, school spending, and specific classroom practices. After an analysis of my results, I suggest that NCLB has found moderate success in increasing the level of math preparedness for younger students from historically disadvantaged backgrounds. On the other hand, the data also suggests that there have been no statistically significant gains in reading achievement after the implementation of NCLB. Additionally, spending by school districts increased a significant amount and NCLB raised teacher pay and the number of teachers entering the profession with graduate degrees. Within schools, NCLB appears to have directed instruction towards math and reading and away from other subjects as teachers strove to achieve proficiency on the new accountability measures implemented by NCLB.