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