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Interpreting Differences Of Self-Efficacy Of Gifted Or Talented Students With Grouping Practices In Middle School Mathematics, Amanda G. Waits
Interpreting Differences Of Self-Efficacy Of Gifted Or Talented Students With Grouping Practices In Middle School Mathematics, Amanda G. Waits
Electronic Theses and Dissertations
The purpose of this study was to determine if there was a significant difference in total scores on the Mathematical Self-Efficacy Scale, the mathematics task self-efficacy portion of the scale, and the math-related school subjects self-efficacy portion of the scale for middle school students between students assigned to a homogeneously grouped accelerated math class and students assigned to a heterogeneously grouped math class.
The instrument used to gather information for thus study on student self-efficacy was the Mathematics Self-Efficacy Scale (MSES). The MSES measures 2 domains of mathematics-related behaviors and capabilities. The Mathematics Task Self-Efficacy scale is designed to …
Inconsistent Conceptions Of Acceleration Contributing To Formative Assessment Limitations, Gregory D. Kranich
Inconsistent Conceptions Of Acceleration Contributing To Formative Assessment Limitations, Gregory D. Kranich
Electronic Theses and Dissertations
Science, technology, engineering, and mathematics (STEM) education has become a national priority in light of measures indicating marginal student interest and success in the United States. Just as evidence is integral to policy decisions, so too do teachers depend on evidence to inform instructional choices. Classroom assessment remains a touchstone means of gathering such evidence as indicators of students’ progress, and increasingly, teachers are designing, implementing, and interpreting assessments in collaboration with one another.
In rural Maine, the work of the Maine Physical Sciences Partnership (MainePSP) has enabled science educators to come together as a supportive professional community. We focused …