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Educational Assessment, Evaluation, and Research

Mathematics

Dissertations

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Full-Text Articles in Education

Perceived Teaching Style And Academic Growth In An International School Setting, Jamie Elizabeth Martin Jul 2019

Perceived Teaching Style And Academic Growth In An International School Setting, Jamie Elizabeth Martin

Dissertations

The presence of international schools has grown significantly around the world to accommodate a growing need for academic instruction that differs from that provided in local schools and to meet the rapid demands of globalization. As demands for international schools increase, demands for student performance are also increasing.

This quantitative correlational study seeks to determine if correlations exist between teaching style and student academic growth in mathematics within an international school setting. The study also determines if a dominant teaching style exists and if correlations between teacher grade level and teaching style can be made among international teachers who teach ...


The Effects Of Standards-Based Grading On Student Performance In Algebra 2, Rachel Beth Rosales Dec 2013

The Effects Of Standards-Based Grading On Student Performance In Algebra 2, Rachel Beth Rosales

Dissertations

The use of standards-based grading in American public schools is increasing, offering students, parents, and teachers a new way of measuring and communicating about student achievement and performance. Parents indicate an appreciation for this method of grading, and students at the elementary grades (K-6) have improved standardized test scores in reading and math as a result of its implementation. This study seeks to determine whether standards-based grading has the same effect on students at the high school level (grades 9-12) by comparing end-of-course test scores and posttest scores of Algebra 2 students enrolled in a standards-based graded classroom with to ...


The Relationship Between Student Achievement Of At-Risk Students And The Georgia Performance Standards In Mathematics, Loralee Ann Hill May 2012

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 to ...


The Effects Of Changing From A Traditional Mathematics Curriculum To An Integrated Mathematics Curriculum On Student Mathematics Learning In Georgia, Catherine Lynn Mallanda Dec 2011

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 ...


Student Achievement In Block And Non-Block Schedule Schools, William Shelton Smith Jr. May 2011

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 ...


Kindergarten Assessments As A Predictor For A Student’S Need For Intervention, Victoria Ellen Weinketz Hoover May 2010

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 ...


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 Dec 2008

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 ...