Author: Evelyn Parks BarrettPublisher:
ISBN:
Category : Science
Languages : en
Pages : 328
Book Description
The impact of thematic science and other variables on eighth grade students' Texas Assessment of Academic Skills science scores
Author: Evelyn Parks BarrettPublisher:
ISBN:
Category : Science
Languages : en
Pages : 328
Book Description
Exploring Selected Factors and Their Ability to Predict Success of Eighth Grade Students on the Texas Assessment of Knowledge and Skills
Author: Eric Edward MartinezPublisher:
ISBN:
Category : Middle school students
Languages : en
Pages : 182
Book Description
Perceptions of Five Middle School Science Teachers
Author: Cheryl HenryPublisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
The purpose of this qualitative study was to examine a problem of practice present in an actual school district. The study examined the achievement gap that existed between African American and European American students in eighth grade science. Over the course of one school year, the perceptions of five eighth grade science teachers and an administrative team's series of strategies were explored in a suburban middle school in Southeast Texas. Since the enactment of the federal No Child Left Behind Act (2001), the achievement gap has been discussed and studied. However, few studies have investigated the strategies used by teachers to close the achievement gap for African American students who attend suburban schools. This study examined the perceptions of five science teachers about the achievement gap at one suburban middle school, and identified and described the teaching methods and practices, aimed at closing the achievement gap as measured by the performance of African American students on the eighth grade Science Texas Assessment of Knowledge and Skills (TAKS) test. Participants were the eighth grade science teachers at the chosen school. The results yielded a reduction in the achievement gap for African American students in eighth grade science on the Texas Assessment of Knowledge and Skills; 90% of the African American students passed the Science TAKS test in comparison to the 77% pass rate the previous school year. Member checking and peer debriefing were used to establish trustworthiness. Recommendations for future study include a comparison of culturally responsive teaching and Quantum Learning (2008) strategies, as well as a replication of the identified strategies in the study to other suburban and urban schools, and districts.
Performance on Large-scale Science Tests
Author: Janet Victoria GordonPublisher:
ISBN:
Category : Ability
Languages : en
Pages : 374
Book Description
Significant differences in achievement among ethnic groups persist on the eighth-grade science Washington Assessment of Student Learning (WASL). The WASL measures academic performance in science using both scenario and stand-alone question types. Previous research suggests that presenting target items connected to an authentic context, like scenario question types, can increase science achievement scores especially in underrepresented groups and thus help to close the achievement gap. The purpose of this study was to identify significant differences in performance between gender and ethnic subgroups by question type on the 2005 eighth-grade science WASL. MANOVA and ANOVA were used to examine relationships between gender and ethnic subgroups as independent variables with achievement scores on scenario and stand-alone question types as dependent variables. MANOVA revealed no significant effects for gender, suggesting that the 2005 eighth-grade science WASL was gender neutral. However, there were significant effects for ethnicity. ANOVA revealed significant effects for ethnicity and ethnicity by gender interaction in both question types. Effect sizes were negligible for the ethnicity by gender interaction. Large effect sizes between ethnicities on scenario question types became moderate to small effect sizes on stand-alone question types. This indicates the score advantage the higher performing subgroups had over the lower performing subgroups was not as large on stand-alone question types compared to scenario question types. A further comparison examined performance on multiple-choice items only within both question types. Similar achievement patterns between ethnicities emerged; however, achievement patterns between genders changed in boys' favor. Scenario question types appeared to register differences between ethnic groups to a greater degree than stand-alone question types. These differences may be attributable to individual differences in cognition, characteristics of test items themselves and/or opportunities to learn. Suggestions for future research are made.
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 602
Book Description
Redefining Academic Best Practices
Author: Tracy Marie BrockPublisher:
ISBN:
Category : Science
Languages : en
Pages : 0
Book Description
This research study was designed to examine the impact of the incorporation of vocabulary instruction and various teacher strategies by a middle school science teachers team on student science achievement. The researcher focused on the teacher preparation of vocabulary word walls and the inclusion of specific words within individual units of study that would increase student science scores at the campus, district, and state levels. The study involved 320 eighth grade students at an urban central Texas middle school campus and explicitly analyzed student scores on campus, district, and Texas' STAAR tests. The research study included an ongoing discussion involving a Professional Learning Community (PLC) team that resulted in the study being a mixed method research design effort. The quantitative results of the research study revealed there was not a statistically significant difference in student campus, district, and Texas Science STAAR scores when comparing student performances in the academic years 2020-2021 and 2021-2022. From a qualitative perspective, student improvement was noted regarding increased student awareness to speak and write using appropriate academic science language in the science classroom and the student's ability to self-correct incorrect science vocabulary by utilizing the science classrooms word walls and visual organizers in journals. Teacher improvement and growth was noted in building a strong team bond, implementing various teaching strategies, and increasing positive, daily reflection that contributed to more effective teaching in the classroom.
The Effect on Standardized Science Test Scores, for Fifth and Eighth Grade Students, in Mid-range Socioeconomic Schools, with Exposure to Project Lead the Way Curriculum
Author: Christopher GabrielPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 48
Book Description
A study was conducted to analyze the effect of Project Lead the Way curriculum on 2016 Missouri Assessment Plan Science Scores of fifth and eighth grade students. The study compared students from mid-range socioeconomic middle and elementary schools in two Missouri districts. Scores of students who had exposure to Project Lead the Way curriculum were compared to students in the same schools who had no exposure to Project Lead the Way curriculum using a t-test. The findings showed that there was a significant difference in science scores between students exposed to Project Lead the Way curriculum when compared to those who were not. Project Lead the Way may have an impact on Missouri Assessment Plan Science Scores which could lead administrators in mid-range socioeconomic schools to examine implementation of this curriculum into traditional science classes as well as financially supporting this additional curricular program in middle schools.
The Effects of Supplemental Science Courses on Academic Achievement of Economically Disadvantaged Middle School Students
Author: Deborah Lee JohnstonPublisher:
ISBN:
Category : Education
Languages : en
Pages : 130
Book Description
The purpose of this study was to measure the effectiveness of a supplemental science course for economically disadvantaged middle school students. The supplemental science course included hands-on, inquiry-based lessons and labs centered on a cooperative learning model, designed to increase critical thinking skills and increase student academic achievement. The study was conducted in an under-performing North Texas middle school with 32 economically disadvantaged eighth grade students identified as at-risk for failing TAKS. The effectiveness of the study was measured by MAP scores, mini-assessments based on TAKS objectives, and semester exam results. The students in the study group made significant gains in all measures in comparison to the control group, supporting the effectiveness of the supplemental science course.
STAAR Success Strategies Grade 8 Science Study Guide
Author: Staar Exam Secrets Test PrepPublisher: Mometrix Media Llc
ISBN: 9781627336864
Category : Study Aids
Languages : en
Pages : 88
Book Description
STAAR Success Strategies Grade 8 Science helps you ace the State of Texas Assessments of Academic Readiness, without weeks and months of endless studying. Our comprehensive STAAR Success Strategies Grade 8 Science study guide is written by our exam experts, who painstakingly researched every topic and concept that you need to know to ace your test. Our original research reveals specific weaknesses that you can exploit to increase your exam score more than you've ever imagined. STAAR Success Strategies Grade 8 Science includes: The 5 Secret Keys to STAAR Success: Time is Your Greatest Enemy, Guessing is Not Guesswork, Practice Smarter, Not Harder, Prepare, Don't Procrastinate, Test Yourself; A comprehensive General Strategy review including: Make Predictions, Answer the Question, Benchmark, Valid Information, Avoid Fact Traps, Milk the Question, The Trap of Familiarity, Eliminate Answers, Tough Questions, Brainstorm, Read Carefully, Face Value, Prefixes, Hedge Phrases, Switchback Words, New Information, Time Management, Contextual Clues, Don't Panic, Pace Yourself, Answer Selection, Check Your Work, Beware of Directly Quoted Answers, Slang, Extreme Statements, Answer Choice Families; Along with a complete, in-depth study guide for your specific STAAR exam, and much more...
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