The Effects of Standards-based Instruction on the Mathematics Achievement of Third, Fourth, and Fifth Grade Students PDF Download
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Author: Susan Armbruster
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 268
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Author: Susan Armbruster
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 268
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Author: Amy E. McBride Martin
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 296
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Author: Thomas A. Romberg
Publisher: Routledge
ISBN: 1135855706
Category : Education
Languages : en
Pages : 198
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Book Description
Summarizing data derived from a study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life.
Author: George Ross Lachlan
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 256
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Author: Thomas A. Romberg
Publisher:
ISBN: 9780415505116
Category : Academic achievement
Languages : en
Pages : 0
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Summarizing data derived from a study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life.
Author: Mary L. B. Gossett
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 102
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Author: Jo Boaler
Publisher: Penguin
ISBN: 1440639353
Category : Education
Languages : en
Pages : 296
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Book Description
“Highly accessible and enjoyable for readers who love and loathe math.” —Booklist A critical read for teachers and parents who want to improve children’s mathematics learning, What’s Math Got to Do with It? is “an inspiring resource” (Publishers Weekly). Featuring all the important advice and suggestions in the original edition of What’s Math Got to Do with It?, this revised edition is now updated with new research on the brain and mathematics that is revolutionizing scientists’ understanding of learning and potential. As always Jo Boaler presents research findings through practical ideas that can be used in classrooms and homes. The new What’s Math Got to Do with It? prepares teachers and parents for the Common Core, shares Boaler’s work on ways to teach mathematics for a “growth mindset,” and includes a range of advice to inspire teachers and parents to give their students the best mathematical experience possible.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309057892
Category : Education
Languages : en
Pages : 305
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Book Description
In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"â€"the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€"and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.
Author: George Bickert
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 103
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Book Description
The No Child Left Behind Act of 2001 has had significant ramifications across public education. Due to reporting mandates, schools and districts are being held publicly accountable for the academic performance and progress of all students. Since implementation of the law, much attention has been focused on the "achievement gap," that is, any differences in performance between groups of students. Students associated with the achievement gap typically come from certain demographics: minorities, low-income families, students with disabilities, and students with limited English proficiency (English Language Learners). The purpose of this study was to examine the effect of using curriculum-based measures (CBMs) on math achievement, particularly ELL students. Eight elementary schools in northwestern New Mexico, divided into two groups (control and experimental) of four schools each, used the same state-approved, core math curriculum, were compared using a quasi-experimental research design. In addition to the regular core curricular materials, the experimental schools were provided with weekly CBMs, containing sample questions developed from the state's performance standards. Each weekly CBM included at least one question from each of the five broad math strands: number and operations, algebra, geometry, measurement, and data and probability. Fourth (N = 283) and fifth grade (N = 294) students who had continuous enrollment for the duration of the experiment served as subjects. Successive regular administrations of the New Mexico Standards Based Assessment math subtest served as the pre- and posttest measures. Analysis of covariance tests, with the pretest as the covariate, revealed no significant treatment effects for either the fourth or fifth grade students through the use of CBMs as a supplement to the core math curriculum. The significant effects, supported by previous research, were the school and, especially, the teacher for both grades. In this study, the effects of the classroom teacher were of more importance to student achievement than either the school a child attended or what curriculum program or process a given school employed.
Author: Christen P. Bowen
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 294
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Book Description
