Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Assessment (2)
- African american (1)
- COVID-19 (1)
- Common Core State Standards (1)
- Conceptual understanding (1)
-
- Correctional Education (1)
- Delinquency (1)
- Development (1)
- Dyscalculia test (1)
- Family experiences (1)
- Grading (1)
- Incarceration (1)
- Item response theory (1)
- Juvenile Justice (1)
- Learning loss (1)
- Low income (1)
- Pedagogical reform (1)
- Pedagogy (1)
- Quantitative literacy/reasoning (1)
- Quantitative reasoning (1)
- Rubric (1)
- School-to-Prison Pipeline (1)
- South florida school district (1)
- Statistics education research (1)
- Teaching (1)
- Transition (1)
- Validation (1)
- Publication Type
Articles 1 - 6 of 6
Full-Text Articles in Education
Covid Learning Loss: A Call To Action, Nathan D. Grawe
Covid Learning Loss: A Call To Action, Nathan D. Grawe
Numeracy
The COVID-19 pandemic and policy responses designed to mitigate transmission have caused deep and persistent mathematics learning loss among K–12 students. While initial data might have been read optimistically as a blip that would reverse once schools returned to normal, 2023 data from the National Assessment of Educational Progress (NAEP) show that losses persist. While the NAEP does not directly measure quantitative reasoning (QR), the data present a disturbing picture for QR instruction and call for new lines of research that inform QR pedagogical response.
Transformation Zone Schools And School Change Processes: Experiences Of Families, Jesse Strong
Transformation Zone Schools And School Change Processes: Experiences Of Families, Jesse Strong
USF Tampa Graduate Theses and Dissertations
AbstractFor many years schools located within concentrated areas of poverty in an urban school county in south Florida have experienced alarmingly high teacher turnover rates and alarmingly low academic performance scores. In 2015, in a lauded exposé printed by the Tampa Bay Times, five schools, all of which would go on to become part of the Transformation Zone initiative, were featured in a series of articles, entitled The Failure Factories (Fitzpatrick et al., 2015). The purpose of this study was to explore how school policy and process changes enacted from these articles may have affected those students and families. Historically, …
“So, I Am Back”: Adjudicated Youths’ School Reentry Experiences, Inita S. Knox
“So, I Am Back”: Adjudicated Youths’ School Reentry Experiences, Inita S. Knox
USF Tampa Graduate Theses and Dissertations
Adjudicated youth face a multitude of barriers when reentering school following incarceration. School administrators and educational personnel know very little about how these students perceive their reentry experiences and what the students identify as needed supports, resources, and barriers throughout the process. This qualitative study used in-depth, semi-structured interviews with photo-elicitation to explore and describe how formerly incarcerated youth perceive their high school reentry experiences. Participants were male adolescents ages 16 to 18 years old. who provided rich and in-depth descriptions of their reentry experiences. Recommendations for policy, practice and future research are provided.
The Development, Validation, And Standardization Of A New Tool: The Dyscalculia Test, Stella Eteng-Uket
The Development, Validation, And Standardization Of A New Tool: The Dyscalculia Test, Stella Eteng-Uket
Numeracy
This paper describes a study that focused on developing, validating and standardizing a dyscalculia test, henceforth called the Dyscalculia Test. Out of the 4,758,800 students in Nigeria's upper primary and junior secondary schools, l randomly drew a sample of 2340 students, using a multistage sampling procedure that applied various sampling techniques. For data collection, I used the Test of General Reasoning Ability and Paper 1 of the Mathematics Achievement Test section of the 2021 National Common Entrance Examination, as well as the Dyscalculia Test introduced in this paper, which was developed and standardized in stages. My analysis shows that the …
Establishing The Validity And Reliability Of The Locus Assessments, Tim Jacobbe, Bob Delmas, Brad Hartlaub, Jeff Haberstroh, Catherine Case, Steven Foti, Douglas Whitaker
Establishing The Validity And Reliability Of The Locus Assessments, Tim Jacobbe, Bob Delmas, Brad Hartlaub, Jeff Haberstroh, Catherine Case, Steven Foti, Douglas Whitaker
Numeracy
The development of assessments as part of the funded LOCUS project is described. The assessments measure students’ conceptual understanding of statistics as outlined in the GAISE PreK–12 Framework. Results are reported from a large-scale administration to 3,430 students in grades 6 through 12 in the United States. Items were designed to assess levels of understanding as well as components of the statistical problem solving process as articulated in the GAISE framework. We discuss details of how the model used to develop the LOCUS assessments guided the gathering of evidence for validity and reliability arguments. Three types of validity evidence are …
Focused On Pedagogy: Qr Grading Rubrics For Written Arguments, Ruby Daniels, Kathryn Appenzeller Knowles, Emily Naasz, Amanda Lindner
Focused On Pedagogy: Qr Grading Rubrics For Written Arguments, Ruby Daniels, Kathryn Appenzeller Knowles, Emily Naasz, Amanda Lindner
Numeracy
Institutional assessments of quantitative literacy/reasoning (QL/QR) have been extensively tested and reported in the literature. While appropriate for measuring student learning at the programmatic or institutional level, such instruments were not designed for classroom grading. After modifying a widely accepted institutional rubric designed to assess QR in written arguments, the current mixed method study tested the reliability of two QR analytic grading rubrics for written arguments and explored students’ reactions to the grading tools. Undergraduate students enrolled in a business course (N = 59) participated. A total of 415 QR artifacts from 40 students were assessed; an additional 19 …