A Study of Teachers' Efficacy and Strategies Used to Enhance Student Performance on the Missouri Assessment Program Tests PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Study of Teachers' Efficacy and Strategies Used to Enhance Student Performance on the Missouri Assessment Program Tests PDF full book. Access full book title A Study of Teachers' Efficacy and Strategies Used to Enhance Student Performance on the Missouri Assessment Program Tests by Theresa Rosa Jamison. Download full books in PDF and EPUB format.
Author: Theresa Rosa Jamison
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 314
Get Book Here
Book Description
Author: Theresa Rosa Jamison
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 314
Get Book Here
Book Description
Author: William Dean Bratberg
Publisher:
ISBN:
Category : Enhancing Missouri's Instructional Networked Teaching Strategies Program (eMINTS)
Languages : en
Pages : 236
Get Book Here
Book Description
The purpose of this study was to determine if there was a significant difference in the Missouri Assessment Program (MAP) scale scores of third and fourth grade students in the enhancing Missouri's instructional networked teaching strategies (eMINTS) classrooms and third and fourth grade students not in eMINTS classrooms in the Farmington R-7 School District, Farmington, Missouri during the 2000-2001 school year. The population for this study was the third and fourth grade students in the Farmington R-7 School District during the 2000-2001 school year. Due to the population size and accessibility, data were collected from the entire population. This study used a quasi-experimental, non-equivalent group design using a posttest only analysis. An analysis of variance (ANOVA) was used to determine if the two groups of students, third and fourth grade students participating in eMINTS classrooms and third and fourth grade students not participating in eMINTS classrooms, had statistically different MAP scores. An ANOVA was also utilized to determine if there was significant difference in the MAP scale scores for third and fourth grade students who qualified for participation in the Federal free or reduced lunch program and students who did not qualify. A Chi-square test was used to determine if the observed number of students falling into the top two and the bottom two performance levels of the MAP for the eMINTS group was significantly different than the expected number. Data analyses conducted during this study suggested that there appeared to be no relationship between a student's placement in an eMINTS classroom in the Farmington R-7 School District during the 2000-2001 school year and achievement. Second, a statistical difference was observed among the MAP scale score means of Federal free or reduced and Federal non-free or reduced lunch status student groups. Students in the non-free or reduced lunch group scored significantly higher on the MAP than students in the free or reduced lunch status group. Finally, when student achievement was categorized by performance level the distribution of observed counts of the eMINTS students' performance levels was not significantly different than what would be expected.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 594
Get Book Here
Book Description
Author: Clifford J. Carver
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 166
Get Book Here
Book Description
With the constraints under the No Child Left Behind Act, schools face the challenges of meeting extremely high standards with students. Recent research generally focuses on the role of professional development in school reform. Although a great deal has been written on the topic of professional development, the empirical literature on the topic is much less extensive. Few studies have actually documented its impact on student achievement. The purpose of this study was to determine the impact of systematic professional development on selected areas of student performance in selected Missouri school buildings. This research study was quantitative in nature and geared toward aiding school districts in making well-informed decisions regarding the impact of professional development on student achievement. This study examined four reform grants that required professional development. These grants included the Reading First Grant, "enhancing Missouri's Instructional Networked Teaching Strategies" (eMINTS), Comprehensive School Reform, and High Schools That Work. The Missouri Assessment Program and the American College Test scores were examined through univariate two-way analysis of variance of the differences in schools that participated in specific reform grants and those that did not participate. Achievement data gathered from all 524 Missouri school districts included the following: Missouri Assessment Program scores in third, seventh and eleventh grades in Communication Arts; third and seventh grades in Reading Proficiency; fourth, eighth and tenth grades in Mathematics, and the American College Test composite scores. Where initial significance was not found, an analysis of variance was used to study effects for the independent variables of enrollment, free and reduced lunch percentage and per pupil expenditure. The study found a number of significant interactions. A primary finding was the strong correlation between the Reading First grant and its impact on third grade Communication Arts and Reading Proficiency MAP scores. The results of this investigation have implications for all educators and school districts involved in professional development and reform. This research could assist educators in selecting reform models that require staff development programs that impact student achievement.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 836
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1262
Get Book Here
Book Description
Author: Jaysa Hartman
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 22
Get Book Here
Book Description
This study was completed to find if there is a significant difference in student achievement when the schools professionals are implementing professional learning communities. Research shows that giving teacher the time and resources to collaborate in a Professional Learning Community will have a direct effect on student achievement. This is a study of one school in Missouri who recently began implementing professional learning communities. All data was found from the DESE website. The data used was from the 2013 and 2014 school year in the third through fifth grades. The study looks at Communication Arts and Mathematics scores on the Missouri Assessment Program. After compiling and reviewing the findings of the study, current research and literature and statistical data from this state it is found that there is not a difference in student achievement when Professional Learning Communities are implemented. A school whose staff works as a functioning Professional Learning Community are performing better on the Missouri Assessment Program.
Author: Jay Brian Roth
Publisher:
ISBN:
Category : Achievement tests
Languages : en
Pages : 116
Get Book Here
Book Description
Author: Caitlin Davis DeSalvo
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 24
Get Book Here
Book Description
This study was completed to find if there is a predictive model for performance on the Missouri Assessment Program from scores on the Performance Series Assessment. When considering ones methods of teaching, the varying learning styles should be of utmost consideration. If learning styles and methods of teaching are taken into consideration, it will inevitably affect how students perform on the end of year MAP assessment. The study was conducted by accessing student data via the school district's INFORM database. After reviewing both Performance Series and MAP test scores, they were inputted into A Statistical Package to complete a Simple Linear Regression analysis. Findings in this study show that there is a predictive model for the Communication Arts MAP test based upon how a student performs on the periodic Communication Arts Performance Series assessment throughout the school year. The reasoning behind this is not pinpointed in this study, but differing brain makeup and learning styles are obvious attributes. After compiling the data that resulted in the findings aforementioned, researching current literature, it is found that there is a predictive model for a student's score on the MAP test following the review of their previous performance on the Performance Series assessment.
Author: Russell E. Brock
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 204
Get Book Here
Book Description
