Read and Download eBook Full
Author: Brian E. Ellis
Publisher:
Published: 2014
Total Pages: 176
ISBN-13:
DOWNLOAD EBOOKAdvisor: John Gould, Ph.D.
Author: Jeanne H. Ballantine
Publisher: Pine Forge Press
Published: 2011-04-04
Total Pages: 705
ISBN-13: 1412979242
DOWNLOAD EBOOK"This reader is designed to present a broad introduction to the field of Sociology of Education. It is geared toward upper-level undergraduate and beginning level graduate courses in Sociology of Education, Foundations of Education, and related courses. It may be used as a text by itself or as a supplement to another text. Articles have been selected based on the following criteria: 1.) Articles that illustrate a broad range of theoretical perspectives, major concepts, and current issues. 2.) Articles that provide a level of reading and sophistication appropriate to upper-level students. 3.) Articles from a wide range of respected sources. 4.) Inclusion of both classic and contemporary sociologists' work in order to provide an excellent balance"--
Author: Carolyn L. Arnold
Publisher: Department of Education Office of Educational
Published: 1992
Total Pages: 132
ISBN-13:
DOWNLOAD EBOOKThis report examines the effects of both student and school characteristics on mathematics and science achievement levels in the third, seventh, and eleventh grades using data from the 1985-86 National Assessment of Educational Progress (NAEP). Analyses feature hierarchical linear models (HLM), a regression-like statistical technique that addresses the problem of students nested within schools by directly modeling within- and between-schools variation in achievement. Additionally, HLM allows examination of the impact of school characteristics on the relationship between student characteristics and achievement within schools. Following an executive summary, this report contains: (1) an introduction including information on the background and purpose of the study, a description of data sources and variables used in the analyses, and an outline of the methodological approach utilized; (2) a summary of the effects of school characteristics on mathematics achievement for each of the three grades with respect to the within-school model and the five between-school models; (3) a summary of the effects of school characteristics on science achievement for each of the three grades with respect to the within-school model and the five between-school models, enlarged with a comparison of mathematics and science results; (4) an extensive discussion of the findings in relation to methodological goals, grade level differences, school size, disassociation of socio-economic influences from race-ethnicity, tracking, gender differences, and teacher characteristics; and (5) appendices that include technical notes for the variables and the HLM methodology, descriptive statistics for selected characteristics, and supporting tables for the HLM results. In general, the school characteristics examined in the analyses provided better explanations for average achievement between schools than they did for the effects of gender, race-ethnicity, and socioeconomic status on achievement. (JJK)
Author: Joshua Lewis
Publisher:
Published: 2015
Total Pages: 32
ISBN-13:
DOWNLOAD EBOOKA problem in high schools across the nation is that students are placed in courses they are not ready for academically, and this includes chemistry. Most students have not completed the necessary mathematics prerequisites prior to taking chemistry. This study was designed to determine the effects of mathematics preparation on achievement in high school chemistry. Archival GPA data from 113 students enrolled in a general level chemistry course at a comprehensive high school located in the Central Valley of California were used for this study. The Statistical Program for Social Sciences 20.0 (SPSS) was used to analyze the data. A t-test for independent samples was used for the analysis of the data. The alpha level was set at the .05 level of significance. This author found that there is a significant difference in chemistry achievement (GPA) between students who completed 3 years of high school mathematics and students who completed 2 years of high school mathematics and between students who completed 2 years of high school mathematics and students who completed 1 year of high school mathematics. The results suggest that the mathematics prerequisites for chemistry should be examined, and perhaps revised.
Author: Dr Jeanne H Ballantine
Publisher: SAGE Publications
Published: 2011-04-25
Total Pages: 630
ISBN-13: 1412992982
DOWNLOAD EBOOKThe Third Edition of Our Social World: Introduction to Sociology is truly a coherent textbook that inspires students to develop their sociological imaginations, to see the world and personal events from a new perspective, and to confront sociological issues on a day-to-day basis. Key Features: * Offers a strong global focus: A global perspective is integrated into each chapter to encourage students to think of global society as a logical extension of their own micro world. * Illustrates the practical side of sociology: Boxes highlight careers and volunteer opportunities for those with a background in sociology as well as policy issues that sociologists influence. * Encourages critical thinking: Provides various research strategies and illustrates concrete examples of the method being used to help students develop a more sophisticated epistemology. * Presents "The Social World Model" in each chapter: This visually-compelling organizing framework opens each chapter and helps students understand the interrelatedness of core concepts. New to the Third Edition: * Thirty new boxed features, including the innovative 'Engaging Sociology' and 'Applied Sociologists at Work' features * Three substantially reorganised chapters (2. Examining the Social World, 3. Society and Culture, and 13. Politics and Economics) * 315 entirely new references and 120 new photos.
Author: Robert J. Bryson
Publisher:
Published: 2008
Total Pages: 109
ISBN-13:
DOWNLOAD EBOOKOver the past several decades, the reformation of mathematics curriculum and instruction has been a topic of debate. The No Child Left Behind Act has created a new level of accountability for school districts to increase the mathematics achievement levels of all students. In order to address the need to increase the mathematics achievement levels, some schools have implemented alternative mathematics programs. The purpose of this study was to determine the effects that one alternative mathematics program had on a group of secondary students. This longitudinal quantitative study examined two graduating classes from one high school located in south central Pennsylvania. One hundred ninety-six students in the class of 2006 participated in a traditional mathematics program and two hundred thirty students in the class of 2007 participated in an alternative mathematics program. Eighth-grade and eleventh-grade Pennsylvania System of School Assessment (PSSA) data was collected on each of the graduating classes to determine whether the alternative mathematics program had a positive effect on student achievement. High school mathematics course enrollment data was also collected on each of the graduating classes to determine if students in the alternative program complete higher level mathematics courses in comparison to the students participating in the traditional program. Results from the study indicated greater achievement growth in the group of students that participated in the alternative mathematics program. Students participating in the alternative mathematics program showed greater increase in both their scaled scores as well as their PSSA performance levels in comparison to students that participated in the traditional mathematics program. There was not a significant difference in course enrollment between the two groups of students.
Author: John Howard Jones
Publisher:
Published: 1971
Total Pages: 226
ISBN-13:
DOWNLOAD EBOOKAuthor: Jaana Juvonen
Publisher: Rand Corporation
Published: 2004-03-25
Total Pages: 181
ISBN-13: 0833036157
DOWNLOAD EBOOKYoung teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home.
Author: John O'Neil
Publisher: Association for Supervision & Curriculum Development
Published: 1991
Total Pages: 52
ISBN-13:
DOWNLOAD EBOOKDespite rising concerns about the mathematics and science achievement of U.S. students, a flood of evidence amassed over the past decade suggests that far too few students are receiving the high-quality education needed in these subjects either for careers or for basic citizenship. The Association for Supervision and Curriculum Development (ASCD) Panel on U.S. Achievement in Mathematics and Science was convened in May 1991 to examine three issues: (1) the continued low standing of U.S. students on international mathematics and science achievement tests; (2) the possible reasons for this low standing; and (3) the changes needed to improve U.S. mathematics and science achievement. The report is presented in three sections. Section 1 discusses the nature of the problem, indicating that low achievement is evident at all levels from primary through secondary school. Section 2 discusses the possible causes for low U.S. achievement, concluding that too few students receive sufficient instruction in mathematics and science in grades K-12 to achieve desired levels. The effects of tracking, the impact of underrepresented groups, outmoded theory and practice, and working conditions are also discussed. In section 3, the panel gives recommendations for improving U.S. achievement in mathematics and science in the areas of Curriculum, Standards, Assessment, Teacher Preparation, and Public Support. An executive summary states the panel's findings and enumerates its recommendations. Among the specific recommendations are the following: (1) all students should be required to take mathematics and science throughout their precollegiate education; (2) the development of international standards should be supported; (3) assessment programs should include "performance tasks"; and (4) emergency licensing of teachers in mathematics and science should be eliminated. (62 references) (MDH)
Author: Amanda Nicol
Publisher:
Published: 2022
Total Pages: 0
ISBN-13:
DOWNLOAD EBOOKThe purpose of this quantitative, quasi-experimental nonequivalent control-group pretest/posttest study was to identify whether there is a difference in Geometry achievement between students who utilize Learning for Mastery (LFM) strategies compared to those who do not at the high school level. This study provided insight into instructional and assessment strategies that may increase student achievement, understanding, and retention. Seventy-three high school mathematics students enrolled in Geometry courses, grades nine through twelve, from a suburban high school in Northwestern New Jersey were assessed in this study. Students were given a pretest, participated in daily classwork and instructional strategies for ten weeks, and given a posttest. Data were analyzed using the analysis of covariance and descriptive statistics. The study showed that, while there was an improvement in the experimental group’s mathematical achievement, there was no statistically significant difference in student achievement in mathematics between the control and experimental groups (p = .120). The researcher discusses the implications of the results and calls for additional research into the effects of LFM on student achievement in high school mathematics.
