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Author: Barbara Ann Popp Publisher: ISBN: Category : Action research in education Languages : en Pages : 372
Book Description
This action research study explored the current middle school mathematics program in the study district. The focus was to explore the factors contributing to the decrease in student mathematics performance and achievement and to develop a school improvement plan that will result in positive changes in mathematics performance and achievement. In 1957, when the U.S.S.R. launched Sputnik into space, the level of mathematics achievement of students in our nation became a major concern to educators and non-educators alike (Marzano, 2003). Sputnik shocked the American people who saw this as a threat to our national security, economy, and political system. The resulting concern ultimately prompted a focus on mathematics and science education in the United States. President Obama has recently called for our nations schools to prepare our students as future adult citizens and workers in a globally independent and innovation driven economy. The challenges facing mathematics educators continue to be a major focus as we seek to find ways to prepare our students to follow their dreams, to fulfill their personal ambitions, and prepare them for life in the 21st century. This mixed-method research study used a triangulation approach and collected qualitative and quantitative data concurrently. Data sources included a review of documents and artifacts, teacher survey, teacher walk-through observations, and teacher reflective journals. The second phase of the research included qualitative interviews with administrators and teachers. The interview questions were designed from the results of the previously collected data. Analysis of the data identified the key areas included in the middle school improvement plan. The plan included action plans that focused on equity and excellence for all and the need to: develop professional learning communities for teachers to grow professionally and discuss ways to improve learning though collaboration; revise the mathematics curriculum to ensure it is guaranteed and viable; provide ongoing support for teachers on implementing the curriculum; and to develop a system that supports and monitors the teaching and learning of mathematics. Further action research is encouraged as the district moves forward in implementing the school improvement plan included in this study.
Author: Barbara Ann Popp Publisher: ISBN: Category : Action research in education Languages : en Pages : 372
Book Description
This action research study explored the current middle school mathematics program in the study district. The focus was to explore the factors contributing to the decrease in student mathematics performance and achievement and to develop a school improvement plan that will result in positive changes in mathematics performance and achievement. In 1957, when the U.S.S.R. launched Sputnik into space, the level of mathematics achievement of students in our nation became a major concern to educators and non-educators alike (Marzano, 2003). Sputnik shocked the American people who saw this as a threat to our national security, economy, and political system. The resulting concern ultimately prompted a focus on mathematics and science education in the United States. President Obama has recently called for our nations schools to prepare our students as future adult citizens and workers in a globally independent and innovation driven economy. The challenges facing mathematics educators continue to be a major focus as we seek to find ways to prepare our students to follow their dreams, to fulfill their personal ambitions, and prepare them for life in the 21st century. This mixed-method research study used a triangulation approach and collected qualitative and quantitative data concurrently. Data sources included a review of documents and artifacts, teacher survey, teacher walk-through observations, and teacher reflective journals. The second phase of the research included qualitative interviews with administrators and teachers. The interview questions were designed from the results of the previously collected data. Analysis of the data identified the key areas included in the middle school improvement plan. The plan included action plans that focused on equity and excellence for all and the need to: develop professional learning communities for teachers to grow professionally and discuss ways to improve learning though collaboration; revise the mathematics curriculum to ensure it is guaranteed and viable; provide ongoing support for teachers on implementing the curriculum; and to develop a system that supports and monitors the teaching and learning of mathematics. Further action research is encouraged as the district moves forward in implementing the school improvement plan included in this study.
Author: Albert E. Beaton Publisher: International Study Center Lynch School of Educatio College ISBN: Category : Education Languages : en Pages : 244
Book Description
The Third International Mathematics and Science Study is the largest and most ambitious study ever undertaken by the International Association for the Evaluation of Educational Achievement. Forty-five countries collected data in more than 30 languages. Five grade levels were tested in the two subject areas. This report describes the science achievement of seventh and eighth graders, emphasizing the results from the eighth-grade assessment. Results are presented for the 41 countries that completed all the steps necessary to appear in this report. Singapore was the top performing country at both grade levels, with Colombia, Kuwait, and South Africa performing at the lowest levels. Perhaps the most striking finding was the large difference in average achievement between the top-performing and bottom-performing countries. Results provided a chain of overlapping countries, with most countries having an average achievement similar to that of a cluster of others, but with large differences between the top and bottom of the chain. In most countries and internationally, boys outperformed girls at both grade levels. The majority of eighth graders in nearly every country indicated that they liked science, but not all students had positive feelings about the subject. Home factors were strongly related to achievement in every participating country, but relationships between science achievement and instructional practices were less clear within and across countries. Six appendixes present information on study methodology and selected achievement results for some countries. (Contains 61 tables, 23 appendix tables, 19 figures, and 1 appendix figure.) (SLD)
Author: Edward A. Silver Publisher: U.S. Government Printing Office ISBN: Category : Education Languages : en Pages : 32
Book Description
Results from the Third International Mathematics and Science Study (TIMMS) have recently captured the attention of the United States and once again focused the nation on matters of mathematics teaching and learning. In general, the TIMSS results indicate a pervasive and intolerable mediocrity in mathematics teaching and learning in the middle grades and beyond. At Grades 7 and 8 and also at Grade 12, U.S. students achieve poorly in mathematics compared to students in much of the rest of the world. Even the 12th-grade students who take advanced mathematics courses performed substantially below students in most other nations. The results also suggest that the demands made by the U.S. school mathematics curriculum and mathematics classroom instruction are not as challenging as in other countries. This document reports the major findings from TIMMS and makes some recommendations for enhancing mathematics teaching and learning in the middle grades. Contains 40 references. (ASK)
Author: Albert E. Beaton Publisher: ISBN: Category : Education Languages : en Pages : 264
Book Description
The Third International Mathematics and Science Study (TIMSS) is the largest and most ambitious study undertaken by the International Association for the Evaluation of Educational Achievement. Forty-five countries collected data in more than 30 languages. Five grade levels were tested in the two subject areas, so that more than half a million students were tested around the world. This report addresses middle-school mathematics achievement (grades seven and eight) in six content areas: (1) fractions and number sense; (2) measurement; (3) proportionality; (4) data representation, analysis, and probability; (5) geometry; and (6) algebra. Results cover 41 countries with complete data collection. Singapore was the top-performing country at both grade levels, with Korea, Japan, and Hong Kong also performing very well. There were large differences in average achievement between top performers and bottom performing nations. Gender differences in mathematics achievement were small or nearly nonexistent in most countries, but when they did appear, they favored boys. In nearly every country there was a strong positive relationship between student enjoyment of mathematics and higher achievement. Home factors were strongly related to mathematics achievement in every participating country, but relationships between instructional variables and achievement were less clear. In every country, the pattern was for the eighth grade student whose parents had more education to also have higher achievement in mathematics. The amount of television viewing was negatively associated with mathematics achievement. The document's introduction provides information on each country's characteristics including demographics, public expenditures on education, organization of educational system. Chapters address: (1) International Student Achievement in Mathematics; (2) Average Achievement; (3) Performance on Items within Each Mathematics Content Area; (4) Students Backgrounds and Attitudes towards Mathematics; and (5) Teachers and Instruction. Appendixes include: Overview of TIMSS Procedures; Test-Curriculum Matching Analysis; Selected Mathematics Achievement Eighth-Grade Results for the Philippines, Denmark, Sweden, and German-Speaking Switzerland; and Percentiles and Standard Deviations of Mathematics Achievement. (SLD)
Author: Thomas A. Romberg Publisher: Routledge ISBN: 1135855706 Category : Education Languages : en Pages : 198
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: Michael S. Garet Publisher: ISBN: Category : Academic achievement Languages : en Pages : 208
Book Description
Student achievement in mathematics has been a focal concern in the United States for many years. The National Research Council's 2001 report and the recent report of the National Mathematics Advisory Panel (2008) both called attention to student achievement in mathematics, and both called for all students to learn algebra by the end of eighth grade. Reports have argued, further, that achieving this goal requires that students first successfully learn several topics in rational numbers--fractions, decimals, ratio, rate, proportion, and percent. These topics are typically covered in grades 4 through 7, yet many students continue to struggle with them beyond the seventh grade. The National Mathematics Advisory Panel wrote that--difficulty with fractions (including decimals and percent) is pervasive and is a major obstacle to further progress in mathematics, including algebra. The panel also specified that by the end of seventh grade, students should be able to solve problems involving percent, ratio, and rate, and extend this work to proportionality. The U.S. Department of Education's National Center for Educational Evaluation and Regional Assistance (NCEE)--within the Institute of Education Sciences--initiated the Middle School Mathematics Professional Development Impact Study to test the impact of a professional development (PD) program for teachers that was designed to address the problem of low student achievement in topics in rational numbers. The study focuses on seventh grade, the culminating year for teaching those topics and has three central research questions: (1) What impact did the PD program provided in this study have on teacher knowledge of rational number topics? (2) What impact did the PD program provided in this study have on teacher instructional practices? and (3) What impact did the PD program provided in this study have on student achievement in rational number topics? The study produced the following results: (1) The study's PD program was implemented as intended; (2) The PD program did not produce a statistically significant impact on teacher knowledge of rational numbers (effect size = 0.19, p-value = 0.15); (3) The PD program had a statistically significant impact on the frequency with which teachers engaged in activities that elicited student thinking, one of the three measures of instructional practice used in the study (effect size = 0.48); and (4) The PD program did not produce a statistically significant impact on student achievement (effect size = 0.04, p-value = 0.37). This report presents the study's findings after 1 year of implementing the PD in the treatment schools. A subsequent report will present findings after 2 years of implementing the PD. Chapter 1 presents an overview of the study. Chapter 2 describes the study design and its realization, including a description of the sample and tests of baseline equivalence of the treatment and control groups on observed characteristics. Chapter 3 describes the design and implementation of the PD program and the extent of service contrast between the treatment and control groups. Chapter 4 addresses the impact of the PD program on teacher knowledge, instructional practice, and student mathematics achievement. Chapter 5 provides several nonexperimental analyses that explore additional questions related to the impact findings. Appended are: (1) Data Collection; (2) Details of the Study Samples and Analytic Approaches; (3) Supplemental Information on the Design and Implementation of the PD Program; (4) Supporting Tables and Figures for Impact Analyses; and (5) Exploratory Analyses: Approaches and Additional Results. (Contains 9 exhibits, 9 figures, and 90 tables.).
Author: Paul Cobb Publisher: Harvard Education Press ISBN: 1682531791 Category : Education Languages : en Pages : 415
Book Description
In Systems for Instructional Improvement, Paul Cobb and his colleagues draw on their extensive research to propose a series of specific, empirically grounded recommendations that together constitute a theory of action for advancing instruction at scale. The authors outline the elements of a coherent instructional system; describe productive practices for school leaders in supporting teachers’ growth; and discuss the role of district leaders in developing school-level capacity for instructional improvement. Based on the findings of an eight-year research-practice partnership with four large urban districts investigating their efforts to enhance middle school math instruction, the authors seek to bridge the gap between the literature on improving teaching and learning and the literature on policy and leadership. They look at the entire education system and make recommendations on improvement efforts with a focus on student learning and teachers’ instructional vision. In particular, the authors offer insights on the interplay among various supports for teacher learning, including pullout professional development, coaching, collaborative inquiry, the most instructionally productive uses of principals’ time, and the tensions that tend to emerge at the district level. They provide a guide for district-level leaders in organizing their work to support significant teacher learning. Systems for Instructional Improvement provides an invaluable resource for school and district leaders, while outlining a clearly focused agenda for future research.
Author: Barbara Ann Popp
Author: Barbara Ann Popp
Author: Albert E. Beaton
Author: Edward A. Silver
Author: Albert E. Beaton
Author: Thomas A. Romberg
Author: Michael S. Garet
Author: Paul Cobb
Author: Lesa Maria Covington Clarkson
Author: Carla Simmons White
Author: John E. Donlan