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1.
Providing appropriate learning environments for students who are not native English speakers is an important element of ensuring equal access to education for students from diverse ethnic backgrounds. This study evaluates the process for reclassifying English learner (EL) students as English proficient. Exploiting the threshold-based reclassification policy in Minnesota, we use a regression discontinuity design to recover counterfactuals— how much would EL students who were not reclassified due to the reclassification policy have improved in academic achievement had they been reclassified? We find that reclassification had no discernible effect on math and reading scores for 3rd-grade EL students, while reclassification increased the math scores of 6th-grade EL students. Our subgroup analysis finds that the positive effects of reclassification mostly depend on the large estimates in the first-year cohort of EL students. Taken altogether, these results imply that reclassification was unlikely to harm the 3rd- and 6th-grade EL students.  相似文献   

2.
This study was designed to investigate the effects of specific variables on the math achievement of 5th-grade children. It involved a random sample of 373 families (parents and children) from a larger pool of 685 families residing in Bangkok, Thailand. We utilized Walberg's productivity model by analyzing the interconnections among a diverse set of family prcesse, family structure, and SES variables within the home environment section of the model. Campbell's differential socialization paradigm was used to analyze the gender differences. The results of the study show that certain family processes (support and intellectual resources) had positive effects on math achievement, while other processes (excessive pressure and help) had negtive effects. Another key finding is that Walberg's home environment factor was found to contain a mix of SES, family structure variables, and family processes. These variables have strong effects on children's overall academic achievement, academic self-concepts, and math achievement. The SES variables were found to be especially important in Thailand. The authors propose the establishment of parent training programs, particularly for low SES families, as a way to increase children's math achievement, aspirations, and future job expectations.  相似文献   

3.
We utilised four waves of TIMSS data in addition to the information we have collected on countries’ educational systems to examine whether different degrees of standardisation, differentiation, proportion of students in private schools and governmental spending on education influence students’ math achievement, its variation and socioeconomic status (SES) gaps in math achievement. A higher level of standardisation of educational systems was associated with higher average math achievement. Greater expenditure on education (as a percentage of total government expenditure) was associated with a lower level of dispersion of math achievement and smaller SES gaps in math achievement. Wealthier countries exhibited higher average math achievement and a narrower variation. Higher income inequality (measured by the Gini index) was associated with a lower average math achievement and larger SES gaps. Further, we found that a higher level of standardisation alleviates the negative effects of differentiation in the systems with more rigid tracking.  相似文献   

4.
The purpose of this study was to examine how variables related to computer availability, computer comfort and educational software are associated with higher or lower levels of science literacy in the USA, Finland and Mexico, after controlling for the socio-economic status of the students. The analyses for this study were based on a series of multivariate regression models. The data were obtained from the Program for International Student Assessment. The results of this study showed that it was not computer use itself that had a positive or negative effect on the science achievement of the students, but the way in which the computers were used within the context of each country.  相似文献   

5.
Class size reduction has been viewed as one school mechanism that can improve student achievement. Nonetheless, the literature has reported mixed findings about class size effects. We used 4th- and 8th-grade data from TIMSS 2003 and 2007 to examine the association between class size and mathematics achievement in public schools in Cyprus. We employ instrumental variables methods, and take advantage of a regression discontinuity design to examine causal effects of class size on mathematics achievement. The results indicate a non-significant relationship between class size and mathematics achievement in 8th grades. However, there is evidence of positive class size effects in 4th grade. The gender gap is significant and favoured males in 4th grade and females in 8th grade. SES indexes such as parental education and items in the home are positively and significantly related to mathematics achievement. Teacher and school variables are not significantly related with mathematics achievement.  相似文献   

6.
This chapter summarizes an investigation of the variables connected to the math achievement of 168, 5th- and 6th-grade Japanese students enrolled in an overseas Japanese school located in New York City. A mix of family processes and prior variables, including the language patterns in the home and the time the family had been away from Japan, were incorporated into the path models for analysis. The results of the study show that the education of the fathers and mothers played differential roles for the boys' and girls' math achievement. Educated mothers were found to positively influence their sons' achievement but to negatively influence their daughters' achievement. The authors interpret this finding as an attempt by the mothers to reinforce traditional Japanese values. Highly-educated fathers were found to have positive effects on their daughters' math achievement. This finding suggests educated fathers have a more open view of their daughters' academic potential. SES was found to be much more important to the math achievement of the girls (r=0.36). For both groups, excessive perceived parental pressure and help were found to indirectly undermine children's math achievement. Intellectual resources in the home were found to benefit boys' math achievement but to negatively effect girls' achievement. Overall, a high level of differential socialization was uncovered in this overseas Japanese community.  相似文献   

7.
Academic enjoyment is an important educational construct given that it benefits students' engagement, persistence, wellbeing, and mental health. In this study, we examine two factors that determine this crucial emotion, namely student- and class-level achievement. Past research has been restricted to single-country or single-domain examinations of secondary school students, limiting generalizability of findings. To bridge this gap, we utilize the Trends in International Mathematics and Science Study and the Progress in International Reading Literacy Study (TIMSS-PIRLS) combined 2011 data (N = 180,084 4th-grade students, 37 countries). Our results provide robust evidence that student-level achievement positively predicts enjoyment in math, science, and reading, while the effects of class-level achievement are negative—the Happy-Fish-Little-Pond Effect. These results showed relative universality across the domains and countries examined.  相似文献   

8.
The study examined how biases in self-evaluations of math competence relate to achievement goals and progress in math achievement. It was expected that performance goals would be related to overestimation and mastery goals to accurate self-assessments. A sample of French high-school students completed a questionnaire measuring their math achievement goals and their perceived competence in math. Students’ math grades for the three trimesters of the school year were collected from school records. Bias in self-evaluations was computed by comparing students’ rating on the ‘perceived competence in math’ scale with their actual math achievement as measured by their second trimester math grades. Students were classified into one of three groups (over-raters, accurate raters, or under-raters) depending on whether their self-perceptions of competence in math were higher than, similar to, or lower than their relative math achievement in their class. As expected, overrating of one's performance was related to performance goals. Furthermore, the over-raters were the only group who progressed in their math achievement from Trimester 2 to 3. No relation was found between mastery goals and accurate self-assessment.  相似文献   

9.
Standardized testing has been implemented in most school districts as part of an effort to improve student achievement in mathematics, reading, science, and English. There have been heated debates as to the effects of these improvement efforts on student achievement. In studying these issues, it is important to examine longitudinal growth patterns for individuals. In most of the studies, however, there is a lack of empirical data at the individual student level or the studies are cross-sectional in nature. The current study attempts to examine growth patterns of student math achievement between 1997 and 2000 and individual differences in growth patterns. MDS exploratory growth modeling was used in the investigation based on data from 716 students in a single school district. Individual differences in growth rates were found. Disadvantaged (limited English proficiency and special education) students had lower initial achievement levels and did not seem to be catching up to other students because their average growth rates were similar to those of other students. These results are discussed in light of recent school reform efforts and the goal of closing achievement gaps.  相似文献   

10.
In this study, the relationship between differentiated instruction, as an element of data-based decision making, and student achievement was examined. Classroom observations (n = 144) were used to measure teachers’ differentiated instruction practices and to predict the mathematical achievement of 2nd- and 5th-grade students (n = 953). The analysis of classroom observation data was based on a combination of generalizability theory and item response theory, and student achievement effects were determined by means of multilevel analysis. No significant positive effects were found for differentiated instruction practices. Furthermore, findings showed that students in low-ability groups profited less from differentiated instruction than students in average or high-ability groups. Nevertheless, the findings, data collection, and data-analysis procedures of this study contribute to the study of classroom observation and the measurement of differentiated instruction.  相似文献   

11.
In this article, we analyze the variation in math achievement trajectories of Black male students to understand the different ways these students successfully or unsuccessfully navigate schools and the school characteristics that are associated with their trajectories. Using longitudinal student-level data from a large urban US city (n = 7,039), we analyze Black male students from one cohort to identify trajectories. We find a lack of growth in standardized math scores, suggesting that, on average, math proficiency among Black male students in our sample is declining over time. We found that the 4th-grade standardized math scores of subsidized-lunch students were somewhat lower than those of nonsubsidized students and those of retained students were substantially lower than their counterparts. The average math score of a Black male student's cohort appears to be the only variable amenable to policy manipulation that has a sizeable association with the growth of their standardized math scores, suggesting that putting Black male students in more challenging learning environments may be the best way to increase math proficiency over time. By themselves, other policy decisions (reducing student mobility, teacher turnover, or special education classification; increasing attendance or spending on after-school programming; or hiring more qualified or experienced teachers) all appear to have no or negligible associations with growth in math scores.  相似文献   

12.
This study investigated the relationship between health conditions suffered over time and student scores on the Stanford Achievement Test 9 in Yuma County, Arizona, public grade schools. The majority of children in Yuma County were of Hispanic origin. The poverty and low income status of most of these children placed them at greater risk for health problems. The primary purpose of the study was to ascertain how the rate of math achievement of students who suffered from an illness or injury prior to testing compared to those students who had no known illness or injury. Findings suggested that physical illness influenced math achievement trajectories adversely. Importantly, the achievement gaps associated with several health conditions attenuated over time. However, children who experienced an injury or poisoning, or an endocrine, nutritional, or metabolic disease developed permanent math achievement deficits.  相似文献   

13.
Path analysis techniques were used to test a hypothesized structural model of direct and indirect causal effects of student variables on science process skills. The model was tested twice using data collected at the beginning and end of the school year from 67 9th- and 10th-grade biology students who lived in a rural Franco-American community in New England. Each student variable was found to have significant effects, accounting for approximately 80% of the variance in science process skills achievement. Academic ability, biology knowledge, and language preference had significant direct effects. There were significant mediated effects by cognitive development, parents' education, and attitude toward science in school. The variables of cognitive development and academic ability had the greatest total effects on science process skills. Implications for practitioners and researchers are discussed.  相似文献   

14.
This study examined how cultural values and family cultural capital were linked to adolescents' motivation and reading achievement using multilevel analyses on reading tests and questionnaire responses of 193,841 fifteen-year-olds in 41 countries. In countries that valued more rigid gender roles, girls had lower reading achievement than girls in other countries. Also, the link between extrinsic motivation and achievement was weaker for both boys and girls in more masculine countries than those in other countries, supporting the view that discouraging students from their preferred non-traditional career tracks reduces competition for the remaining students. This reduces the impact of extrinsic motivation on reading achievement for both types of students. Students with more family cultural capital (cultural possessions and cultural communication) had higher interest in reading, extrinsic motivation, effort and perseverance, and higher reading achievement than other students. These findings can inform education policy to improve students' reading achievement.  相似文献   

15.
After the effectiveness of self-regulation training outside school was demonstrated, a self-regulation intervention was developed to foster the learning achievement in regular math classes. Based on the theoretical framework of self-regulated learning, self-regulation training was integrated into a math class unit. The evaluation of the intervention concerning 53 sixth-grade students took place in a pretest/posttest-control-group design. One teacher taught one class (control group) merely mathematical topics and another class (experimental group) in the same subject combined with self-regulative strategies. The results revealed that it is possible to support self-regulation competencies and mathematical achievement by self-regulation interventin within regular mathematics lessons of 6th-grade students.  相似文献   

16.
In recent years, students’ test scores have been used to evaluate teachers’ performance. The assumption underlying this practice is that students’ test performance reflects teachers’ instruction. However, this assumption is generally not empirically tested. In this study, we examine the effect of teachers’ instruction on test performance at the item level using a hierarchical differential item functioning approach. The items are from the U.S. TIMSS 2011 4th-grade math test. Specifically, we tested whether students who had received instruction on a given item performed significantly better on that item compared with students who had not received such instruction when their overall math ability was controlled for, whether with or without controlling for student-level and class-level covariates. This study provides preliminary findings regarding why some items show instructional sensitivity and sheds light on how to develop instructionally sensitive items. Implications and directions for further research are also discussed.  相似文献   

17.
Using the Trends in International Mathematics and Science Study 2003 data, this study built mathematics achievement models of 8th graders in four countries: the USA, Russia, Singapore and South Africa. These 4 countries represent the full spectrum of mathematics achievement. In addition, they represent 4 continents, and they include 2 countries hugely influential in world events (the USA and Russia). In each country, students’ self-concept of ability in mathematics, mathematics values, perception of school, teachers’ and principals’ perceptions of school and other characteristics related to the classroom and school were incorporated to build an achievement model through hierarchical linear modelling. The final achievement models suggested that among student variables, self-concept of ability in mathematics had the highest relation to 8th graders’ mathematics achievement in all 4 countries. The relation between mathematics achievement and other student characteristics, along with the family, teacher and school variables, differed across the 4 countries. This suggests that self-concept of ability is a key variable for understanding achievement in high and low achieving countries and that other contextual variables vary in the magnitude of relations to mathematics achievement across countries.  相似文献   

18.
Data on student achievement gain in a large urban school district during the 1984–85 school year were analyzed to identify schools with achievement consistently higher or lower than schools with similar student and school characteristics. Before calculating gain scores, students were grouped with others of the same sex, ethnicity, initial grade level, and initial achievement level. After residuals for students who were above or below similar students were summed and averaged for reading and math at each grade, school-level regression analysis was used to further control for student and school characteristics. Results indicated that schools with reading gains one standard deviation above the mean had average raw scores less than two items higher than the district average on the sixty-item reading test, while schools with math gains this large had raw scores little more than one item higher than the average on the 44-item math test. In addition, examination of data on schools with residual (combined) reading and math gain scores 1.5 or more standard deviations above the average showed that after taking account of student background information and salient school characteristics, only one elementary school among 173 and no secondary school among 71 had unusually high achievement scores. Implications are discussed regarding efforts to identify and reward meritorious schools which allegedly have improved achievement more than other similar schools.  相似文献   

19.
The purpose of the present study was to examine validity aspects of teachers’ judgements of pupils’ reading skills. Data come from Sweden's participation in the Progress in International Reading Literacy Study (PIRLS) 2001, for Grades 3 and 4. For pupils at the same achievement levels, as measured by PIRLS 2001 test, teachers’ judgements of pupils’ achievement levels varied from one teacher to another. Moreover, there were significant differences between teachers’ judgements in Grades 3 and 4. Teachers in Grade 3 who had taught their pupils for almost 3 years showed higher correspondence between their judgements and pupil achievement within classrooms than 4th-grade teachers who, typically, had only taught their pupils for approximately 1 semester at the time of the data collection. The results indicate that teachers’ judgements and tests can be useful within classrooms, but that teachers may need external assessments to calibrate judgements over classrooms.  相似文献   

20.
In sub-Saharan Africa, where there is limited financial and human capital, it is important to examine how social relationships may serve to promote or undermine human capital formation. However, little is known about the contributions of social relations to human capital development, especially in terms of academic achievement in Africa. This study examined how variations in key aspects of social relations among teachers; between teachers and students; between principals, teachers, parents and students affect achievement in mathematics among sixth graders in 70 schools in six districts in Kenya. We modeled mathematics achievement as a function of measures of social perception and support while adjusting for school-, classroom- and student level background characteristics. We found that net of teacher subject knowledge and background characteristics, teachers who display commitment to teaching by always correcting homework and keeping students engaged during math lessons had their students performing better. Teacher absenteeism and lack of interest in teaching were negatively associated with performance in math. Lack of parental involvement in the classroom also had negative effects on grades. At the school level, the level of engagement of the principal, measured by supervision of teachers and good interpersonal interactions with parents had positive effects on math achievement. Schools where parents provided material and financial support had better grades, while student delinquency and absenteeism negatively affected grades.  相似文献   

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