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Author: Judson Miller Publisher: ISBN: Category : Languages : en Pages : 96
Book Description
The purpose of this research was to bring into focus some of the affective issues that students face in the math classroom. It is my personal belief that too much attention has been given to cognitive issues in the classroom, especially within the subject of mathematics. The theoretical background of this study lies in previous work in self-concept. Specifically, this research looks at student voices to shed light upon the relationship of student self-concept and academic achievement. To this end, the research relies nearly entirely upon student interviews, which were conducted in Seattle Public School District with twelve 9th and 10th grade students. The students were chosen by the researcher in concert with their teachers to produce a sample that spanned the range of self-concept status. From the original twelve students, three students became the subject of a more specific focus within the study and were asked to complete a follow-up interview. The results of the study focus on specific patterns within four subsets of the entire sample. Commonalities and differences were analyzed in the following groups: students with high math achievement and high self-concept, high math achievement and low self-concept, low math achievement and high self-concept, low math achievement and low self-concept. Special focus was paid to students with high math achievement and low self-concept because of this group's cohesiveness and because of their seemingly counterintuitive attributes.
Author: Judson Miller Publisher: ISBN: Category : Languages : en Pages : 96
Book Description
The purpose of this research was to bring into focus some of the affective issues that students face in the math classroom. It is my personal belief that too much attention has been given to cognitive issues in the classroom, especially within the subject of mathematics. The theoretical background of this study lies in previous work in self-concept. Specifically, this research looks at student voices to shed light upon the relationship of student self-concept and academic achievement. To this end, the research relies nearly entirely upon student interviews, which were conducted in Seattle Public School District with twelve 9th and 10th grade students. The students were chosen by the researcher in concert with their teachers to produce a sample that spanned the range of self-concept status. From the original twelve students, three students became the subject of a more specific focus within the study and were asked to complete a follow-up interview. The results of the study focus on specific patterns within four subsets of the entire sample. Commonalities and differences were analyzed in the following groups: students with high math achievement and high self-concept, high math achievement and low self-concept, low math achievement and high self-concept, low math achievement and low self-concept. Special focus was paid to students with high math achievement and low self-concept because of this group's cohesiveness and because of their seemingly counterintuitive attributes.
Author: Engin Karadağ Publisher: Springer ISBN: 3319560832 Category : Education Languages : en Pages : 333
Book Description
This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
Author: Qiuying Zhang Publisher: ISBN: Category : Languages : en Pages :
Book Description
Academic self-concept has been extensively studied in terms of its relationship with academic achievement. The existing research has portrayed three theoretical models for this relationship: Self-Enhancement Model, Skill Development Model, and Reciprocal Model. The majority of results have provided support for a Reciprocal Model. So far, little research has been done in this area for students with learning disabilities (LD). Previous research has suggested that students without and with LD demonstrate differing developmental patterns in academic self-concept and math achievement. This study thus examined the relationship between academic self-concept and math achievement among students without and with LD. Further, the relationship between academic self-concept and math achievement may differ based on the types of math achievement measures used. Thus, this study also examined the relationship between academic self-concept and math achievement using two types of math achievement measures: high-stakes (math Florida Comprehensive Achievement Test [MFCAT]) and low-takes (Woodcock-Johnson III Broad Math Test [WBMT]) standardized tests. This study used data from an existing federally-funded seven-year longitudinal study database (2001--2008, Principal Investigator: Marjorie Montague), which included 165 students without LD and 30 students with LD. Hierarchical regression analyses were conducted to examine the relationship between academic self-concept and two measures of math achievement from Grades 8 to 10 at different time points in early and late adolescence. The findings of this study found that WBMT scores in Grade 8 significantly predicted academic self-concept in Grade 10 in both students without and with LD. However, when using the MFCAT measure, MFCAT scores in Grade 8 predicted academic self-concept in Grade 10 only in students without LD but not students with LD. Recommendations for practice and future research are provided.
Author: Jeffrey A. Rosen Publisher: RTI Press ISBN: 1934831026 Category : Education Languages : en Pages : 216
Book Description
This book provides an overview of recent research on the relationship between noncognitive attributes (motivation, self efficacy, resilience) and academic outcomes (such as grades or test scores). We focus primarily on how these sets of attributes are measured and how they relate to important academic outcomes. Noncognitive attributes are those academically and occupationally relevant skills and traits that are not “cognitive”—that is, not specifically intellectual or analytical in nature. We examine seven attributes in depth and critique the measurement approaches used by researchers and talk about how they can be improved.
Author: Judith Ireson Publisher: SAGE ISBN: 9780761972099 Category : Education Languages : en Pages : 242
Book Description
Ability Grouping in Education provides an overview of ability grouping in education. The authors consider selective schooling and ability grouping within schools, such as streaming, banding setting and within-class grouping.
Author: Judson Miller
Author: Judson Miller
Author: Michael Kemp Martin
Author: Herbert Warren Marsh
Author: Engin Karadağ
Author: Qiuying Zhang
Author: Patricia R. Frei
Author: William Watson Purkey
Author: Jeffrey A. Rosen
Author: Judith Ireson
Author: Janet Kay Simonton