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Judith Shakespeare's Problem : Ssing Timss To Examine Contextual Indicators In Girls' Mathematics Achievement, Elizabeth Ann S. Kelly
Judith Shakespeare's Problem : Ssing Timss To Examine Contextual Indicators In Girls' Mathematics Achievement, Elizabeth Ann S. Kelly
Legacy Theses & Dissertations (2009 - 2024)
Using the Trends in International Mathematics and Science Study Data (TIMSS) 2015 dataset, this study examines 30 different contextual indicators to determine significant predictors of girls’ mathematics achievement globally. The study design employs three nested levels in the hierarchical linear model (individual, classroom, and nation) to analyze cross-national scores and responses to the contextual questionnaires. Additionally, the focus is on girls as a standalone, independent population, not in comparison to boys. This research seeks to understand at which level of society the most variability is found, as well as analyze the comparative effect sizes of various explanatory contextual predictors within …
Mathematics Instructional Level As A Predictor Of Explicit Timing Fluency Intervention Success, Chasen Rain Dillon
Mathematics Instructional Level As A Predictor Of Explicit Timing Fluency Intervention Success, Chasen Rain Dillon
Legacy Theses & Dissertations (2009 - 2024)
Various evidence-based mathematic interventions have been deemed effective in remediating skill deficits. However, despite recommendation of evidence-based intervention application within Response to Intervention (RTI) frameworks, little research has been done to differentiate intervention effectiveness, specifically Explicit Timing (ET), for students who present with varying skill proficiency prior to intervention implementation. The current study utilized secondary analysis of existing ET data that was supplemented with performance feedback as part of original intervention design (i.e. ET + Feedback). The purpose was to determine whether learning rates varied among students with differential baseline proficiency with the goal of determining proficiency’s relevance to treatment …
Decision-Making Accuracy At The Classwide Level, Alexandra Payne
Decision-Making Accuracy At The Classwide Level, Alexandra Payne
Legacy Theses & Dissertations (2009 - 2024)
This study was designed to evaluate decision-making accuracy at the classwide level within the context of classwide math intervention, where decisions are made regarding whether or not a class as a whole has met the predefined mastery criterion for a specific math skill. The current study examined decision accuracy when using existing classwide decision-making practices, in which one classwide data point is compared to the mastery criterion. In addition, the current study assessed the role of three variables: class size, decision rule used, and rate of classwide growth. As part of this study, an existing data set containing progress monitoring …