The Effects of Math Study Skills Training on Perceived Scholastic Competence and Achievement 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 The Effects of Math Study Skills Training on Perceived Scholastic Competence and Achievement PDF full book. Access full book title The Effects of Math Study Skills Training on Perceived Scholastic Competence and Achievement by Carol Ann Lamon. Download full books in PDF and EPUB format.
Author: Carol Ann Lamon
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 480
Get Book Here
Book Description
Author: Carol Ann Lamon
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 480
Get Book Here
Book Description
Author: Paul D. Nolting
Publisher:
ISBN: 9780940287136
Category : Mathematics
Languages : en
Pages : 216
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 630
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Get Book Here
Book Description
Author: Orian Langley Hight
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 744
Get Book Here
Book Description
Author: Tyler W. Watts
Publisher:
ISBN: 9780355307139
Category :
Languages : en
Pages : 199
Get Book Here
Book Description
Mathematics and reading skills are targeted by wide-ranging educational policies in hopes that boosting academic achievement will improve adult attainments. Relying on theories of skill building, researchers and policy-makers have pursued the idea that early gains in skills will lead to the acquisition of later skills, and this skill-building trajectory should lead to adult economic success. In this dissertation, I examined this long-run academic skill acquisition process in mathematics by investigating several approaches to promoting mathematics achievement during the preschool and elementary school years. I then turned to the hypothesis that boosting academic achievement during the schooling years should lead to greater economic success in adulthood.In the first study, I investigated whether early math learning impacted later math achievement in a sample of children recruited for participation in a preschool mathematics intervention program. To generate causal estimates of the impact of early learning on later achievement, I leveraged random assignment to the preschool mathematics program as an instrument for gains in early math skills. I found some indication that instrumented gains in early math skills affected math achievement measured 6 to 7 years later, but estimates were smaller than had been reported in previous correlational studies. These findings suggested that theories of skill building may have over predicted the long-run returns to early investments in mathematical skill development.In the second study, I evaluated the effects of a 2-year intervention that encouraged second- and third-grade teachers to individualize instruction in mathematics. Individualized instruction is thought to help students at all achievement levels gain skills through tailoring instruction to the individual needs of each student. Results suggested that the intervention had little impact on math achievement at both grades assessed, and I found no impact of spending two consecutive years in individualized math instruction. However, teacher implementation was poor, suggesting that teachers may be resistant to programs that encourage them to differentiate instruction in mathematics.The final study examined the link between adolescent achievement test scores and adult earnings. Although many studies have reported links between test scores and earnings (e.g.., Currie & Thomas, 2001; Murnane et al., 2000), most studies have only controlled for simple demographic characteristics (e.g., race, gender), leaving concerns that reported estimates might contain substantial bias. Using nationally representative data from the United Kingdom, I found that adolescent math and reading scores predicted adult earnings through age 50, but results were highly sensitive to the inclusion of a large set of controls (e.g., IQ, personality, parenting characteristics). Although fully-controlled estimates were still positive and significant, my results suggest that using the correlation between test scores and earnings to project educational program impacts may lead to biased predictions.In final chapter, I discuss the implications of these findings for educational theory and policy. In particular, I suggest that theories of skill building need revision and more work is needed to understand the mechanisms that connect academic skills to important life outcomes.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 312
Get Book Here
Book Description
Author: Mikaela Nyroos
Publisher: Frontiers Media SA
ISBN: 2832504981
Category : Science
Languages : en
Pages : 172
Get Book Here
Book Description
Author: Eugene Campbell
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 80
Get Book Here
Book Description
Author: Dale H. Schunk
Publisher: Routledge
ISBN: 1136881654
Category : Education
Languages : en
Pages : 1003
Get Book Here
Book Description
Self-regulated learning (or self-regulation) refers to the process whereby learners personally activate and sustain cognitions, affects, and behaviours that are systematically oriented toward the attainment of learning goals. This is the first volume to integrate into a single volume all aspects of the field of self-regulation of learning and performance: basic domains, applications to content areas, instructional issues, methodological issues, and individual differences. It draws on research from such diverse areas as cognitive, educational, clinical, social, and organizational psychology. Distinguishing features include: Chapter Structure – To ensure uniformity and coherence across chapters, each chapter author addresses the theoretical ideas underlying their topic, research evidence bearing on these ideas, future research directions, and implications for educational practice. International – Because research on self-regulation is increasingly global, a significant number of interntional contributors are included (see table of contents). Readable – In order to make the book accessible to students, chapters have been carefully edited for clarity, conciseness, and organizational consistency. Expertise – All chapters are written by leading researchers from around the world who are highly regarded experts on their particular topics and are active contributors to the field.
