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| Author | : Heather C. Phipps |
| Publisher | : |
| Total Pages | : 148 |
| Release | : 2011 |
| Genre | : Academic achievement |
| ISBN | : 9781124348667 |
| Author | : Crystal Heyward Gantt |
| Publisher | : |
| Total Pages | : 320 |
| Release | : 2020 |
| Genre | : Academic achievement |
| ISBN | : |
Educators are faced with diverse populations, and determining the best way to meet the needs of all students has posed a challenge. This task has been compounded in math classes because nationwide, students have math deficits. The Math Workshop Model provides a classroom structure where the instructional time is chunked into three major components: mini-lesson, student centered, and closure. Each component is focused on strategically and purposefully introducing and practicing content at or near student ability levels. This multimethod research study investigated the impact of the Math Workshop Model on classroom instruction and student achievement in a southeastern suburban school district. The study examined seventh-grade students’ math MAP Growth scores on assessments before and after the implementation of the Math Workshop Model. A Repeated Measures ANOVA test was run to determine if the Math Workshop Model had a significant impact on student achievement based on four spring MAP assessments. Teacher survey data were used to gather information on how teachers use the Math Workshop Model and its effectiveness on student achievement. The results of the study showed that the Math Workshop Model has a significant impact on student achievement. Most subgroups of students’ MAP scores decreased as a result of receiving instruction through the Math Workshop Model structure. Gifted students’ scores increased when the Math Workshop Model was in place. Teacher perception surveys showed that teachers think using the Math Workshop is an effective strategy to increase differentiated instruction, student collaboration, student engagement, and student achievement.
| Author | : |
| Publisher | : |
| Total Pages | : 532 |
| Release | : 2009-09 |
| Genre | : Dissertations, Academic |
| ISBN | : |
| Author | : Lesa Maria Covington Clarkson |
| Publisher | : |
| Total Pages | : 390 |
| Release | : 2001 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Wendy Latrice McCullough |
| Publisher | : |
| Total Pages | : 186 |
| Release | : 2007 |
| Genre | : Academic achievement |
| ISBN | : |
| Author | : Catherine A. MacArthur |
| Publisher | : |
| Total Pages | : 116 |
| Release | : 2016 |
| Genre | : |
| ISBN | : |
This study examined the influence of building configuration on the academic achievement and attendance of students who were considered chronically absent. A longitudinal nonequivalent groups research design was used to test the study’s six hypotheses. Data were collected from over 10,000 students within 38 K-8 schools and 40 6-8 middle schools in 24 urban school districts. These districts belonged to the Middle Cities Education Association (MCEA) in a Midwestern state. Student achievement data were collected from this state’s Department of Education’s Center for Educational Performance and Information (CEPI) database that focused specifically on 6th (2009) and 8th-grade (2011) achievement and attendance results. Data were analyzed using an independent samples t-test to measure the differences in mean scores of the two groups, and a one-way analysis of covariance (ANCOVA) to determine the intervening effects of the covariates on various demographic characteristics. Findings in this study indicate that there were no significant improvements in mathematics, reading, and chronically absent attendance rates for students who attended K-8 configured schools as compared to their corresponding peers attending 6-8 middle schools. This held true when adjusting for race, gender, Free and/or Reduced Lunch status, and students with disabilities. This study helps fill a void in the current body of literature by examining the influence of grade configuration (i.e., K-8 schools versus traditional 6-8 middle schools) on student achievement and attendance, and whether selected demographic variables (e.g., race, gender, Free and/or Reduced Lunch status, and students with disabilities) had an influence on these differences. The study concludes with several recommendations for further study.
| Author | : Stacy Lancaster Starks |
| Publisher | : |
| Total Pages | : |
| Release | : 2016 |
| Genre | : |
| ISBN | : |
The purpose of this study was to determine if transitioning from elementary school to middle school has an effect on value added scores of sixth graders versus those with no transition. Additionally, the effect of school size on student gains was examined. Data for this study was from the 2012-2013 school year for 442 Tennessee public schools. There were 203 schools with transition and 239 with no transition. Multivariate analysis of variance was used to analyze the data. Significant interaction was seen between transition and percent minority (p = 0.002). These findings suggest transition had an effect on value added scores depending on whether or not the school had a high percentage of minority students. There was a significant interaction effect of low percent minority and high percent minority where transition was concerned on mathematics, with those schools with a high percentage of minority that did not transition scoring significantly higher than all other combinations. There was also a significant interaction effect between low percent minority and high percent minority where transition was concerned on reading, with those schools with a high percentage of minority that did not transition scoring higher than all other combinations. These results suggest that students in schools with high percentages of minorities perform better when there is no transition than their transitioning counterparts. It lends support to the body of research that suggests K-8, or at least a transition after 6th grade, may be a better model where student achievement is concerned. School size was not significantly related to achievement gains. The middle school concept has the potential to address the academic and emotional concerns of middle school aged children when it is implemented in its full form (Weiss & Kipnes, 2006). However, since the middle school concept is just that, a concept, it would seem that the best combination for student achievement may be to implement the middle school concept into the K-8 environment, giving students more of a sense of community, self-esteem, and ownership of their school and grades. This could also potentially lessen the White to Black gap in math and reading achievement.
| Author | : Chad Knowles |
| Publisher | : |
| Total Pages | : 89 |
| Release | : 2014 |
| Genre | : Educational counseling |
| ISBN | : |
Today's teachers face more frequent and more severe challenges than perhaps any generation of teachers that have come before them. Administrators attempt to support teaching in an environment of ever-increasing accountability and dwindling financial resources with new and innovative strategies. One such strategy employed by modern educators has been the Positive Behavior Interventions and Supports (PBIS) model for clear behavioral expectations and pyramids of intervention for targeted support for students. This study compared a middle school that employs PBIS with a middle school that does not, to determine if there was any statistical improvement realized on academic achievement. Two diverse middle schools with high numbers of low socioeconomic status students were studied. Eighth grade reading Standards of Learning assessment results were examined to determine what, if any, impact PBIS programs had on student achievement. The eighth grade reading scores were examined from the 2010-2011 school year, since this was the first year of implementation. The study results found that there was no statistically significant difference in achievement between the overall populations of the control school and the experimental school. The study also found that there was no statistically significant difference between male and female achievement at the control and experimental schools. The study did find that there was a statistically significant difference between Caucasian students at the control school and experimental school, as well as between minority students at the control school and experimental school.
| Author | : Theresa Strunk |
| Publisher | : |
| Total Pages | : |
| Release | : 2014 |
| Genre | : |
| ISBN | : |
The purpose of the present study was to explore the relationships between middle school students' academic enablers and their later academic achievement. Based on previous research, five student academic enablers (academic self-efficacy, academic motivation, interpersonal skills, academic engagement, and study skills) were used to predict students' year-end standardized achievement scores after controlling for cognitive ability, prior achievement, gender, and free/reduced lunch status. The final data set included 733 students in Grades 6-8 at one suburban middle school in the Northeast U.S. It was hypothesized that all enablers would demonstrate small to moderate relationships with language arts and math achievement across all grade levels. After controlling for cognitive ability and student background characteristics, none of the academic enablers substantially added to the prediction of achievement test scores. Although math self-efficacy demonstrated a statistically significant relationship with later math achievement in all grades, this relationship was negligible in magnitude. These results were similar to several previous studies that included cognitive ability or previous achievement in the models. Results indicated that cognitive ability and previous achievement continue to have the greatest impact on academic achievement gains at the middle school level as they do in younger and older populations. Limitations of the study, implications of the findings, and directions for future research are addressed.
| Author | : Allison Arnold |
| Publisher | : |
| Total Pages | : 80 |
| Release | : 2012 |
| Genre | : |
| ISBN | : |
In this action research study of a sixth-grade mathematics classroom, I investigated how using Project Based Learning combined with collaborative learning influenced students'attitudes and beliefs in learning mathematics. I discovered that using a Project Based Learning approach to instruction helped the students see connections to math and the real world. They felt that math became something exciting instead of just lessons from a book. I also found that most students preferred to work in small groups because they had come to count on their peers for support. They felt that they were more comfortable asking their peers questions in a small-group setting than asking questions in a traditional classroom setting. Through this Project Based Learning, it also was found that classroom engagement increased when student interest was combined with a variety of challenging and authentic problem-solving tasks. Finally, this action research supports collaborative learning in the mathematics classroom because when children work together it leads to higher self-confidence and positive attitudes.
