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1.
Drawing on the programme for international student assessment 2009 US data-set, this study examines the relationship between formative assessment and students’ reading achievement using a structural equation modelling approach. We find that formative assessment is positively related to students’ reading achievement directly and indirectly (through teacher–student relationship and attitude towards reading) for all students. The direct relationship between formative assessment and reading achievement is significantly stronger for Black students than for White students, whether or not student socio-economic status (SES), gender and school mean SES are controlled for. The total relationship (the direct plus the indirect relationship) between formative assessment and reading achievement also appears to be stronger for Black students than for White students; however, the difference is not statistically significant whether or not we control for covariates. No significant difference is found between White and Hispanic students in terms of the direct and the total relationship between formative assessment and reading achievement. Using a nationally representative data-set, this study provides empirical evidence that formative assessment is positively related to students’ reading achievement in general. In addition, this study provides preliminary evidence to show the potential of formative assessment to help reduce achievement gaps between Black and White students. The implications and limitations of the study are also discussed.  相似文献   

2.
We investigated what factors would be related to students' achievement in mathematics courses offered at a virtual high school. This was an attempt to understand why some succeed and some do not as well as to suggest what should be done to help with student success. Seventy‐two students responded to a self‐report survey on motivation (ie, self‐efficacy, intrinsic value), mathematics achievement emotions (ie, anxiety, anger, shame, hopelessness, boredom, enjoyment, pride), and cognitive processes (ie, cognitive strategy use, self‐regulation). A three‐step hierarchical multivariate regression was employed to examine which of the factors predict student achievement. Results showed that motivation accounted for approximately 13% of the variance in student achievement and self‐efficacy was the significant individual predictor of student achievement. However, when achievement emotions were added to the analysis, self‐efficacy failed to predict student achievement and emotions accounted for 37% of the variance in student achievement. Cognitive strategy use and self‐regulation did not explain any additional variance in the final scores. Findings are discussed and implications for future research and development are also suggested.  相似文献   

3.
Educators are increasingly recognising the importance of improving students’ mathematics achievement. Much of the current research focuses on the impact of instructional variables on mathematics achievement. The goal of this study was to examine the influence of less researched variables – family and student factors. Participants were 747 economically disadvantaged elementary students grades K-8 in Ohio. Predictor variables included: (a) 13 factors from a parent survey on both child and family circumstances and (b) reading achievement, measured by a norm-referenced achievement test. Outcome variables included three mathematics scales from the same achievement test. Regression analyses examined the impact of the predictors on the outcomes. Reading achievement significantly predicted mathematics achievement for all three outcomes. Parent pessimism and parent-perceived school/cognitive competence of children also emerged as significant predictors for two of the three mathematics outcomes. Implications for research, policy and practice will be shared.  相似文献   

4.
Adaptability refers to the capacity to adjust one’s thoughts, behaviors, and emotions in order to manage changing, new, or uncertain demands. Although preliminary research has highlighted its relevance for positive student outcomes, there remain several important empirical questions to be examined. In particular, research on adaptability has used domain-general measures (i.e., not tied to a particular domain such as a school subject) and has focused only on self-reports of adaptability (not, for example, reports by significant others). The aim of the current study was to advance knowledge of adaptability by addressing these gaps. We examined students’ domain-specific adaptability in mathematics as reported by students themselves and by their mathematics teachers (n = 371). We examined the extent to which the two reports of mathematics adaptability are associated with students’ mathematics engagement, mathematics achievement, and literacy achievement (the latter a test of discriminant validity). Well-known covariates were included as controls (e.g., gender, prior achievement). Results revealed that student-reported adaptability predicted students’ mathematics engagement. Moreover, student-reported and teacher-reported adaptability uniquely predicted mathematics achievement. In terms of discriminant validity, (mathematics-based) student and teacher reports of adaptability were not associated with students’ literacy achievement. Together, findings advance knowledge of the adaptability construct, including providing preliminary evidence of domain-specificity and the complementary nature of self- and teacher-reports for assessing adaptability. Implications for practice are discussed.  相似文献   

5.
The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri. The data showed that teacher-centered collaborative activities to learn about mathematics teaching and learning (teacher collaboration and informal communication) seem to be more effective in improving student mathematics achievement than learning activities that do not necessarily involve such teacher-centered collaborative opportunities (professional development programs, university courses, individual learning activities). Teacher-driven research activities through professional conference presentation and participation were also found to be associated with student achievement growth in mathematics. The districts and schools may benefit from investing their professional development funds and resources in facilitating teacher-centered collaborative and research-based learning activities in order to improve student learning.  相似文献   

6.
H.W. Ker 《教育心理学》2016,36(2):254-276
Reports from the Trends in International Mathematics and Science Study (TIMSS) consistently show that there is a substantial gap in average mathematics achievement between Singapore and the USA. This study conducts an exploratory comparative investigation on the multilevel factors influencing the mathematics achievement of students from these two countries. A conceptual framework together with an integrated model is proposed for the analysis. The TIMSS 2011 eighth grader mathematics data were chosen for this study. Results reveal that the common features influencing mathematics achievement for the students of both countries are student self-confidence, school composition by student background and teacher confidence in teaching mathematics. The cause of the different effects of American students’ mathematics achievement is more associated with resources, whereas the effects of Singaporean students’ mathematics achievement are more related to attitudes, expectations and motivations. The major elements that affect Singaporean student mathematics performances are at the teacher level. Suggestions for future research are discussed.  相似文献   

7.
In 1997, the Ontario government, like many other jurisdictions, undertook systemic reform of their elementary school mathematics programme, developing a new mathematics curriculum, report card, and province‐wide assessment. The curricular reform embodied a new vision of mathematics learning and instruction that emphasized instruction using challenging problems, the student construction of multiple solution methods, and mathematical communication and defence of ideas. While the design of the original large‐scale assessment incorporated much of the latest research and theory on effective practices at that time, these traditional item development and scoring practices no longer adequately assess mathematics achievement in reform‐inspired classrooms. The difficulties of marrying traditional assessment practices with a reform‐inspired curriculum could be addressed by creating a construct definition from the recent research findings on students’ mathematical development in reform‐inspired classrooms. The importance, challenges and implications of redefining the construct on the basis of existing research on students’ mathematical development, as well as collapsing the traditional content‐by‐process matrix for item development, are explored.  相似文献   

8.
Taking lower-secondary schooling within the English educational system as an example, this paper illustrates the contribution of two bodies of international scholarship to the scoping of research-based pedagogical development aimed at improving student attitude and achievement in science and mathematics. After sketching the English context of systemic reform, the paper uses findings from the Trends in International Mathematics and Science Study (TIMSS) series to illuminate changes in performance, analysed within a framework of cross-system and between-subject comparison. Contrary to the optimistic picture from national assessment, the TIMSS findings suggest that systemic reform has produced fundamental gains only in student achievement in mathematics, and serious declines in student attitude towards both mathematics and science. Prompted by more favourable patterns elsewhere, the paper then triangulates the findings of recent meta-analytic research syntheses to identify promising lines of pedagogical development. Despite important differences in the conceptual frameworks and analytic methods of these syntheses, reasonably robust conclusions can be drawn about the effectiveness of four teaching components: domain-specific inquiry for student achievement in both subjects, student attitude in science, and learning processes in mathematics; cooperative group work for learning and attitude in science; contextual orientation for achievement in science; and active teaching for achievement in mathematics. Equally, discrepancies between findings or insufficiencies of evidence highlight a number of impacts particularly deserving deeper analysis or further investigation: cooperative group work on achievement outcomes, differing forms of learning assessment on both attitude and achievement outcomes, contextual orientation on outcomes in mathematics, and active teaching on outcomes in science.  相似文献   

9.
This article aims to explain the role principals play in the variation in academic achievement between secondary schools in Hong Kong. The article draws on survey data from 179 key staff and 2,037 students from 42 schools. The study uses 2 analytical approaches. First, it employs classification and regression tree analysis (CART). This was used to sort out the most significant leadership practices associated with student achievement. Second, based on first-stage analysis, the study further explores the effects of leadership practices on academic achievement using hierarchical linear modelling (HLM). Results indicate that transparent and efficient communication structures as managed by principals explained approximately 12% of between-schools variation in academic achievement. Leadership practices related to quality assurance and accountability and resource management also contributed to explaining between-schools variation in academic achievement, yet they had negative effects on student achievement. Implications for research and practice are discussed.  相似文献   

10.
The way students and teachers evaluate mathematics achievement differs in certain respects. To which causal performance is ascribed determines the teacher's strategy to interact with the student on the one hand and influences the student's willingness to invest additional effort on the other. Certain possible causal factors for success and failure in mathematics and their relation to teacher-student-interaction are discussed in the present article. A rather general cognitive scheme, the teachers reference norm, explains differences between the teacher's perception and assessment of student characteristics and subsequent teaching interventions.  相似文献   

11.
The development of students’ learning and test-taking behavior may derive from the social context and the group of peers they associate with daily for years. Consequently, it is assumed that students’ academic achievements are to some degree affected by their classmates and the composition of the classroom. The present study provides evidence on how Finnish students (N = 5071) from different classrooms (N = 435) develop distinct patterns regarding their mathematics and literacy achievement during lower secondary school. We analysed longitudinal large-scale educational assessment data using a multilevel latent profile analysis (MLPA) to investigate the impact of classroom effect on students’ achievement patterns, that is, on the development of students’ low-stakes mathematics and literacy test scores from 7th to 9th grade. The results demonstrated the added value of modelling the multilevel structure inherent in educational assessment data: we identified four student achievement patterns that displayed different distributions across the school classes. More precisely, besides individual characteristics, the development of students’ low-stakes mathematics and literacy test scores was associated with class-level factors and some of the classrooms seemed to have a stronger effect on students’ test scores. These results suggest that classroom context is associated with students’ achievement patterns, especially regarding the worst achieving students. The findings may reflect a combination of class placement practices as well as classroom and peer effect. Although the differences between Finnish schools have been one of the lowest in the OECD countries, the findings of the present study suggest that the classroom membership may create class level quality differences in both the preconditions and the development of learning.  相似文献   

12.
ABSTRACT

The Student Background survey administered along with achievement tests in studies of the International Association for the Evaluation of Educational Achievement includes scales of student motivation, competence, and attitudes toward mathematics and science. The scales consist of positively- and negatively keyed items. The current research examined the factorial structure of the 18-item motivational scales in fourth-grade mathematics in the 2011 Trends in International Mathematics and Science Study (TIMSS). Survey data from six European countries were analyzed. In comparisons of alternative models, the fit was adequate when three correlated factors were specified and negative keying was taken into account as a latent factor, or with correlated uniquenesses among negatively keyed items. Participants reading achievement scores correlated systematically to negative keying with coefficients ranging from .254 to .395 in the six samples. Unlike their higher-scoring peers, fourth-graders with lower reading achievement responded differentially to similar items depending on the direction of item keying, in such a way that their motivation scores were biased downward. Implications about the use of reverse keying in surveys for young students are discussed.  相似文献   

13.
ABSTRACT

The authors explored the impact of an online tutoring program, Math Whizz (Whizz Education, 2014), on student mathematics achievement at 15 elementary schools. Students participated in the use of the Math Whizz program for the duration of the school year as a supplement to mathematics instruction. The Math Whizz program recorded such information as initial mathematics age, growth in mathematics age, amount of usage, average quiz score, and average test score. Teachers were also surveyed regarding the implementation of the online tutoring platform. In addition, 1 school provided assessment scores from the summative statewide mathematics assessment, which was used as the outcome variable of a multiple regression with variables from the online tutoring program as independent variables. Findings indicated that Math Whizz usage was related to improvement in mathematics achievement as measured by the online tutoring program, teacher survey responses, and the state assessment data.  相似文献   

14.
The traditional discourse in the scholarship on cultural capital theory has focused on how exclusive participation in elite status culture by students from higher socioeconomic status families benefits their learning in schools, the effects of which are most evident in linguistic subject areas such as reading achievement. However, some scholars have argued that cultural capital is not restricted to elite status culture but could include parental familiarity with school evaluation standards and job market requirements, and that the effects could transcend languages to include performance domains with more objective evaluation that are susceptible to school influences (e.g. mathematics and science). The present study systematically examines this position using data involving 96,591 15‐year‐old students from 3602 schools in eight countries who participated in the Programme for International Student Assessment 2012. Results of three‐level hierarchical linear modelling showed positive relationships between seven cultural capital variables and student mathematics achievement. The cultural variables comprised: home educational resources; parental educational attainment and occupational status; parental expectations of their children's educational attainment, future career in mathematics and school; and parental valuing of mathematics. In particular, the three parental expectations variables had substantively larger effect sizes on student achievement than the other cultural capital variables. The results demonstrated that parental familiarity with school evaluation standards and future job requirements, especially as measured by parental expectations, may constitute cultural capital that privileges student mathematics achievement in schools.  相似文献   

15.
The present study examined how access to home and school IT resources impacted student mathematics achievement. Data comprised 144,395 secondary school students from 7,308 schools in 22 developed economies who participated in the Programme for International Student Assessment (PISA) 2012. Results of hierarchical linear modelling showed that after controlling for student and school covariates, student achievement benefited from their access to home IT resources (main effect), and from the access to both home IT resources and highly educated mothers (interactive effect). Furthermore, IT resource shortages in school had a detrimental impact on student achievement (main effect), and the shortage accentuated the negative effects of school shortage in qualified teachers on achievement (interactive effect). Lastly, the results showed that students with less home academic and cultural resources were more impacted by IT resource access when compared to peers from advantaged families.  相似文献   

16.
This study examines the relationship between key elements of the School Excellence Model (SEM) and student achievement in reading, mathematics and science as measured by the Programme for International Student Assessment (PISA) 2012 and the Teaching and Learning International Survey (TALIS) 2013, using a sample of 166 schools in Singapore. Strategies, quality and resources are identified as school-level dimensions commonly involved in the SEM to select variables in PISA 2012 and TALIS 2013. A multilevel data analysis was conducted using hierarchical linear modelling. The results indicate that a triangulated school strategy focused on strengthening teacher participation, principal commitment and school responsibility has significant relationships with student performance. In particular, teachers’ instructional improvement contributed to student achievement, while teacher ratio to support teaching staff accounts for the largest variance in student achievement. Finally, school extra-curricular activities promote well-rounded student development that enhances learning achievement. Findings highlight the importance of school-based accountability that empowers teachers, in building school capacity for student achievement.  相似文献   

17.
Extensive research has suggested that there is a large rural-urban student achievement gap in China. However, less is known about the effects of family background and parental expectations on student achievement. Using a large representative sample of Chinese eighth graders, this study examines these relationships. We find that: (1) Rather than a rural/urban hukou (household registration system) type, it is variation in family background, especially family socioeconomic status (SES), which plays a significant role in student achievement; (2) although factors of family background show different patterns of influence on Chinese, mathematics, and English achievement, maternal education and home educational resources are significantly positive predictors consistently across three subjects; (3) parental expectations are significantly and positively associated with Chinese, mathematics, and English achievement.  相似文献   

18.
The new science education reform documents call for integration of engineering into K-12 science classes. Engineering design and practices are new to most science teachers, meaning that implementing effective engineering instruction is likely to be challenging. This quasi-experimental study explored the influence of teacher-developed, engineering design-based science curriculum units on learning and achievement among grade 4–8 students of different races, gender, special education status, and limited English proficiency (LEP) status. Treatment and control students (n = 4450) completed pretest and posttest assessments in science, engineering, and mathematics as well as a state-mandated mathematics test. Single-level regression results for science outcomes favored the treatment for one science assessment (physical science, heat transfer), but multilevel analyses showed no significant treatment effect. We also found that engineering integration had different effects across race and gender and that teacher gender can reduce or exacerbate the gap in engineering achievement for student subgroups depending on the outcome. Other teacher factors such as the quality of engineering-focused science units and engineering instruction were predictive of student achievement in engineering. Implications for practice are discussed.  相似文献   

19.
In this study, we developed and validated an instrument that researchers can use to measure the collective effort of principals and teachers who excise their own unique leadership to generate (integrated) school leadership. Based on 644 teachers, we found sound psychometric properties of the scales of the instrument and the instrument as a whole. We also explored the predictive properties of the instrument in predicting student achievement at the school level. Based on 53 schools, we found that the instrument can indeed measure the kind of school leadership that really matters to student achievement. When predicting student achievement (at the school level), the instrument tends to be more sensitive to more difficult school subjects (e.g. mathematics), implying that improvement in school leadership would lead to larger improvement in student achievement (at the school level) in more difficult school subjects.  相似文献   

20.
This study investigates the extent to which the factors included in the dynamic model of educational effectiveness are associated with student achievement gains in six different European countries. At classroom level, the dynamic model refers to eight factors relating to teacher behavior in the classroom: orientation, structuring, questioning, teaching-modeling, application, management of time, teacher role in making classroom a learning environment, and classroom assessment. This paper presents results concerned with the impact of the teacher factors on student achievement. In each participating country (i.e., Belgium/Flanders, Cyprus, Germany, Greece, Ireland, and Slovenia), a sample of at least 50 primary schools (n?=?334) was drawn. Written tests in mathematics and science were administered to all grade 4 students (n?=?10,742) at the beginning and at the end of the school year 2010–2011. Students were also asked to complete a questionnaire concerning the eight teacher factors of the dynamic model. Structural equation modeling techniques were used to test the construct validity of the student questionnaire. Both across and within country analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors included in the dynamic model. Multilevel analyses revealed that teacher factors are associated with student achievement gains in mathematics and science. Implications for the development of educational effectiveness research and for improving quality of teaching are drawn.  相似文献   

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