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Recidivism Rates And Its Correlation To Mathematics And Reading Comprehension Among Detention Center Juveniles Who Participate In Trauma Informed Teaching, Isaac Collin

Dissertations

In this study rates of recidivism and their relationship with mathematics and reading comprehension will be analyzed. In the literature, a full comprehensive study of high school mathematics and reading was taught without the implementation of a watered-down academic curriculum. In order for detention center students to benefit from a detention center education they need instructors to expose them to state academic standards. The research questions guiding this study included 1) Is there a significant difference in the achievement scores in mathematics and reading skills and abilities based on the rates of recidivism at XYZ Detention Center, 2) Do XYZ …

Educators’ Perceptions Concerning The Leading Factors Of Mathematics Achievement In Top-Ranking Nations Around The World, Kendra Snow

Dissertations

The purpose of this study was to examine the perceptions of post-secondary mathematics educators from countries considered to be highly successful in the area of mathematics based upon results of international assessments. Four instructors were randomly selected from a homogenous sample within the nations of Canada, China, Japan, and Singapore to contribute information about the phenomenon of mathematical achievement. Frameworks from SRI International (2009), Matthews (2013), and Schoenfeld (2014) were integrated to design this study focused on curriculum, pedagogy and instructional approach, teacher knowledge and expectations, and organizational and social climate as possible factors that support student mathematical proficiency. Interviews …

The Relationship Between Political Affiliation And Student Achievement In The Areas Of Reading And Mathematics, With Respect To Black Students, Steven Michael Smith

Dissertations

The role of politicians is integral within the public school system. Politician influence directly the policies that impact student achievement. The impact could be based on ideologies. These ideologies could influence a significant difference in Black student achievement. In preparing for this study, the researcher was unable to find investigations of the potential influence political affiliations of state and local officials may have on student achievement, and specifically on Black student achievement. This exploratory, correlational study analyzed the potential relationship between political party affiliation and student achievement of fourth and eighth grade students in the areas of mathematics and reading, …

A Comparison Of Fifth Grade Mathematics Curriculum Materials, Michael E. Starks Sr.

Dissertations

In the USA, the No Child Left Behind Act of 2001 resulted in requirements placed on school districts to show student achievement in mathematics, based on measured adequate yearly progress. This caused school districts to search for standards based programs that improve mathematics learning. A quantitative multi-year study was used to compare the state-assessed achievement levels of 1,695 fifth-grade Midwestern children in the state of Missouri, who learned mathematics from two different curriculum-delivery programs, EveryDay Mathematics and EnVision Mathematics. A 2 by 2 by 8 research design was used through the choice of two elementary schools using EveryDay Mathematics and …

The Effect Of Manipulatives On Achievement Scores In The Middle School Mathematics Class, Elaine D. Doias

Dissertations

When applied to mathematics education, manipulatives help students to visualize mathematical concepts and apply them to everyday situations. Interest in mathematics instruction has increased dramatically over the past two decades with the introduction of virtual manipulatives, as opposed to the concrete manipulatives that have been employed for centuries. This quasi-experimental study proposed to explain the relationship between concrete and virtual manipulatives when used in a seventh-grade mathematics classroom. Using students’ mathematics composite scores on standardized and teacher-created assessments, it compared the effectiveness of using concrete manipulatives alone versus using a combination of concrete and virtual manipulatives. The foundational theory of …

The Relationship Between Multiplication Fact Speed-Recall And Fluency And Higher Level Mathematics Learning With Eighth Grade Middle School Students, Steven James Curry

Dissertations

This quantitative study investigated relationships between higher level mathematics learning and multiplication fact fluency, multiplication fact speed-recall, and reading grade equivalency of eighth grade students in Algebra I and Pre-Algebra. Higher level mathematics learning was indicated by an average score of 80% or higher on first and second semester mathematics assessments and proficient or advanced descriptor on the mathematics Missouri Assessment Program tests. Timed multiplication fact quizzes were administered to eighth grade students. Speed-recall scores were measured by the number of accurate answers in a 45-second time frame. Fluency was obtained by a student score of 35 accurate answers in …

Employment Of An Informal Educational Mathematical Facility To Lower Math Anxiety And Improve Teacher And Student Attitudes Towards Understanding Mathematics, Vicki Adams

Dissertations

Students do not pursue careers in science, technology, engineering, or mathematics (STEM) because of a lack of ability, but rather a lack of positive experiences with mathematics. Research has concluded that attitudes in math directly influence success in mathematics. As many as 75% of high school graduates in the United States suffer from mild to severe forms of math anxiety. The improvement of student achievement in mathematics in the United States lags behind that of many other nations in the world. Efforts to improve student achievement in mathematics have focused on developing effective teachers and teaching practices, creating state and …

The Relationship Between Student Achievement Of At-Risk Students And The Georgia Performance Standards In Mathematics, Loralee Ann Hill

Dissertations

Educational leaders continue to be challenged in terms of accountability measures for increased student achievement, as mandated by the No Child Left Behind Act of 2001 (NCLB). In particular, schools must show adequate yearly progress (AYP) reaching 100 % proficiency levels for all students in the areas of English language arts and mathematics by 2014. In 2008, the Georgia Performance Standards (GPS) in mathematics were implemented at the high school level. Coupled with this new curriculum, a newly developed Georgia High School Graduation Test (GHSGT) in mathematics was administered in March 2011. The purpose of this study was to add …

The Effects Of Changing From A Traditional Mathematics Curriculum To An Integrated Mathematics Curriculum On Student Mathematics Learning In Georgia, Catherine Lynn Mallanda

Dissertations

In 2005, the state of Georgia adopted a new integrated mathematics curriculum, the Georgia Performance Standards (GPS), which included a task-based approach for instruction. The purpose of this study was to determine if the new Georgia Performance Standards for mathematics increased students’ mean mathematics Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) scores or induced changes in the distribution of students’ scores on the PSAT/NMSQT. In addition, it was determined whether the level of course the student took, the type of implementation of the GPS curriculum or the preparation for implementation affected the PSAT/NMSQT scores. The results of the study indicated …

Student Achievement In Block And Non-Block Schedule Schools, William Shelton Smith Jr.

Dissertations

The purpose of this study was to determine if the number of minutes allocated for high school instructional periods influences student achievement. The study also examined the perceptions of principals regarding one method of instructional time allocation, block scheduling.

The study examined the differences in student achievement on a high school exit examination in the content areas of Reading and Mathematics between schools in a southern state using a four-period block schedule and schools using a non-block schedule in order to ascertain if the type of schedule has any impact on student achievement. Additionally, information pertaining to scheduling was collected …

The Socioeconomic Achievement Gap In Mathematics, Adam Meador

Dissertations

Currently in the United States a gap exists in the education of high and low socio-economic students. There is an education available for the socioeconomically challenged and a different system of education for those who live in a higher socioeconomic status. The purpose of this study was to explore the achievement gap in mathematics for elementary students. Specifically, the gap between the students’ scores who attended a school with a free and reduced price meal percentage below 25% and students’ scores who attended a school with a free and reduced price meal percentage above 75% was explored. Additionally, the focus …

Kindergarten Assessments As A Predictor For A Student’S Need For Intervention, Victoria Ellen Weinketz Hoover

Dissertations

The purpose of this study was to determine if the kindergarten assessment results from the three windows in reading, written communication, and mathematics were a valid predictor of a student’s need for intervention up until the conclusion of second grade. Reynolds (1992) suggested that a student’s overall school success is reflective of the approach taken early in kindergarten. With the demands of the No Child Left Behind Act (2001), districts have set in place strategies to meet the standard of all students reading on grade level at the conclusion of the third grade. If districts are to rise to the …

Are The Math Scores Of Students Who Are Taught Mathematics Utilizing The Methods Endorsed By The Alabama Math, Science, And Technology Initiative Affected?, Brenda Elise Jolly

Dissertations

Eighth-grade mathematics scores from 21 schools were compared pre-inception and post-inception of the Alabama Mathematics, Science, and Technology Initiative (AMSTI). Only the scores from schools which had 80% of their mathematics and science teachers trained at one Summer Institute were used, as these were considered to be true AMSTI schools. Results found the effects of AMSTI to be not statistically significant.

The second part of this research was conducted based upon 256 surveys from teachers attending their second Summer Institute of ASMTI training. Results found many school systems may hamper teachers' ability to plan and execute AMSTI lessons due to …