Your search found 215752 results.

Descriptors:
Teaching Methods; Educational Change; Student Behavior; Phenomenology; Grade 8; Academic Achievement; Computer Uses in Education; Middle Schools; Interviews; Student Attitudes; Teacher Attitudes; Educational Technology; Classroom Environment; Interpersonal Communication; Professional Development; Urban Schools; Laptop Computers

Abstract:
The impact of a one-to-one computing initiative at a Midwestern urban middle school was examined through phenomenological research techniques focusing on the voices of eighth grade students and their teachers. Analysis of transcripts from pre and post-implementation interviews of 47 students and eight teachers yielded patterns of responses to illuminate how one-to-one computing changed students' learning experiences and teachers' instructional practices. Key themes that emerged were changes in teacher pedagogy, effect on student learning experiences, impact on classroom behavior and management, potential for improved communications, and suggestions to address professional development needs. The students demonstrated their learning in varied and creative ways through the use of computer-based lessons. However, the altered format presented new demands on teachers as a delivery model. Although some students were distracted by gaming and chatting opportunities, learning benefits were reported for students of varied ability levels. This study builds on the theoretical framework supporting the role and use of technology to foster learning and to prepare students for a global economy. The focus on student and teacher voices provided the opportunity to explore a new perspective and engage middle school students, teachers, and administrators in school change efforts. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (450K) |  More Info:
Help Find in a Library

Descriptors:
Research Design; Public Schools; Federal Legislation; Academic Achievement; Urban Schools; Disadvantaged Youth; At Risk Students; Accountability; Reading Achievement; Mathematics Achievement; Program Effectiveness; Predictor Variables; Grade 3; Grade 5; Grade 8; Grade 4; Grade 6; Grade 7; Middle School Students; Elementary School Students; Low Income Groups; After School Programs; Small Group Instruction; Computer Assisted Instruction; Teaching Methods; Individualized Instruction; Student Participation

Abstract:
The authors of the "No Child Left Behind Act of 2001" anticipated that a majority of school districts or schools would not be able to attain state and national achievement standards without assistance. Consequently, the Act created a major tenet known as Supplemental Educational Services (SES) programs to improve the learning outcomes of students placed "at-risk" and to hold public schools accountable for increasing the proficiency levels of students in reading and mathematics. This study examined whether provision of supplemental educational services significantly improved academic achievement of students in Baltimore City Public Schools after they received supplemental services. A quasi-experimental research design was utilized in this study to compare SES participants and non-participants. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Teacher Salaries; Beginning Teachers; Experienced Teachers; Teaching Experience; Compensation (Remuneration); Reading Achievement; Mathematics Achievement; Achievement Tests; School Districts; Grade 4; Grade 8; Elementary School Students; Middle School Students

Abstract:
This study examines the relative distribution of salary schedule returns to experience for beginning and veteran teachers. We argue that districts are likely to benefit from structuring salary schedules with greater experience returns early in the teaching career. To test this hypothesis, we match salary data to school-level student performance data on math and reading achievement tests across states. We find that frontloaded compensation schemes--those that allocate greater salary returns to experience to novice teachers--are associated with better performance in multiple grades and throughout the achievement distribution. Our results contribute to national debates concerning teacher compensation policies. (Contains 6 tables, 2 figures and 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Achievement Gap; Algebra; Comparative Analysis; Disabilities; Educational Assessment; Educational Improvement; Elementary School Students; English (Second Language); Ethnic Groups; Geometry; Grade 4; Grade 8; Graphs; Low Income Groups; Mathematics; Mathematics Achievement; Mathematics Tests; Middle School Students; National Competency Tests; National Programs; Probability; Public Schools; Racial Differences; School Districts; Scores; Second Language Learning; Statistical Analysis; Statistics; Tables (Data); Urban Areas; Urban Education; Urban Schools

Abstract:
Representative samples of fourth- and eighth-grade public school students from 21 urban districts participated in the 2011 National Assessment of Educational Progress (NAEP) in mathematics. Eighteen of the districts participating in the 2011 NAEP Trial Urban District Assessment (TUDA) participated in earlier assessment years, while three districts participated for the first time in 2011. Between 1,000 and 2,700 students in each district were assessed at grades 4 and 8. Findings include: (1) Scores higher than in 2009 for four districts at grade 4 and six districts at grade 8. At grade 4, average mathematics scores were higher in 2011 than in 2009 for public school students in the nation, large cities, and 4 of the 18 urban districts that participated in both years (figure A). At grade 8, average mathematics scores were higher in 2011 than in 2009 for public school students in the nation, large cities, and 6 of the 18 urban districts that participated in both years; (2) Among the 21 urban districts that participated in the 2011 mathematics assessment, scores for both fourth- and eighth-graders in 6 districts were higher than the scores for public school students attending schools in large cities (i.e., cities with populations of 250,000 or more) overall. Fourth- and eighth-graders in 10 districts scored lower than their peers in large cities; and (3) Compared to large cities, scores for lower-income students are higher in eight districts at grade 4 and five districts at grade 8. At grade 4, average scores for both higher- and lower-income students in Austin, Charlotte, and Hillsborough County were higher than the scores for their peers in large cities (figure B). At grade 8, average scores for both higher- and lower-income students in Austin and Boston were higher than the scores for their peers in large cities. (Contains 21 figures and 25 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (37788K)

Descriptors:
Mathematics Achievement; Science Achievement; Mathematics Tests; Science Tests; Scores; Change; Grade 4; Grade 8; Elementary School Students; Secondary School Students; Gender Differences; Racial Differences; Poverty; Public Schools; Private Schools; Foreign Countries; Comparative Analysis

Abstract:
The Trends in International Mathematics and Science Study (TIMSS) 2011 is the fifth administration of this international comparative study since 1995 when first administered. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. The results, therefore, suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. In 2011, there were 54 countries and 20 other educational systems that participated in TIMSS, at the fourth- or eighth-grade level, or both. This paper is an appendix to the "Highlights From TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context" report. It contains the report's standard error tables. (Contains 42 tables.) [For the full report, "Highlights from TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context. NCES 2013-009," see ED537756.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (1051K)

Descriptors:
Mathematics Achievement; Science Achievement; Mathematics Tests; Science Tests; Scores; Change; Grade 4; Grade 8; Elementary School Students; Secondary School Students; Gender Differences; Racial Differences; Poverty; Public Schools; Private Schools; Foreign Countries; Comparative Analysis

Abstract:
The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement. TIMSS 2011 represents the fifth such study since TIMSS was first conducted in 1995. Developed and implemented at the international level by the International Association for the Evaluation of Educational Achievement (IEA)--an international organization of national research institutions and governmental research agencies--TIMSS assesses the mathematics and science knowledge and skills of 4th- and 8th-graders. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries and education systems. This report focuses on the performance of U.S. students relative to their peers around the world in countries and other education systems that participated in TIMSS 2011. For the purposes of this report, "countries" are complete, independent political entities, whereas "other education systems" represent a portion of a country, nation, kingdom, or emirate or are other non-national entities (e.g., U.S. states, Canadian provinces, Flemish Belgium, and Northern Ireland). In this report, these "other education systems" are designated as such by their national three-letter international abbreviation appended to their name (e.g., England-GBR, Ontario-CAN). This report also examines changes in mathematics and science achievement compared with TIMSS 1995 and TIMSS 2007. In 2011, TIMSS was administered at grade 4 in 57 countries and other education systems and, at grade 8, in 56 countries and other education systems. These total counts include U.S. states that participated in TIMSS 2011 not only as part of the U.S. national sample of public and private schools but also individually with state-level public school samples. At grade 4, this was Florida and North Carolina, and at grade 8 this was Alabama, California, Colorado, Connecticut, Florida, Indiana, Massachusetts, Minnesota, and North Carolina. Note that, because all TIMSS participants are treated equally, these states are compared with the United States (national sample) throughout this report. All differences described in this report are statistically significant at the 0.05 level. No statistical adjustments to account for multiple comparisons were used. Appended are: (1) Technical Notes; (2) Example Items; (3) TIMSS-NAEP Comparison; and (4) Online Resources and Publications. (Contains 53 tables, 16 figures, 18 exhibits and 48 footnotes.) [For supporting document, "Highlights from TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context. Appendix E: Standard Error Tables. NCES 2013-009," see ED537757.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (14650K)

Descriptors:
Academic Achievement; Mathematics Achievement; Achievement Gap; Ethnic Groups; Kindergarten; Socioeconomic Status; Grade 8; Achievement Gains; Minority Group Students; Racial Differences; Rural Schools; Rural Areas; Urban Schools; Suburban Schools; Comparative Analysis; Data Analysis; Correlation; Regional Characteristics; Differences; Longitudinal Studies; National Surveys

Abstract:
In this brief, authors Suzanne Graham and Lauren Provost examine whether attending a school in a rural, urban, or suburban community is related to children's mathematics achievement in kindergarten, and whether increases in mathematics achievement between kindergarten and eighth grade differ for children in rural, urban, and suburban schools. They also consider whether achievement differs by region of the country and for children of different racial and ethnic groups. Finally, they discuss the impact of a family's socioeconomic status, and the ways in which place and socioeconomic status together affect both early mathematics achievement levels and change over time. They report that rural and urban kindergarten students have slightly lower average mathematics achievement levels than their suburban peers. In addition, the average increase in mathematics achievement from kindergarten to eighth grade for rural and urban children is smaller than the increase for suburban children, resulting in a widening achievement gap over time. (Contains 5 figures, 1 table, 22 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (1130K)

Descriptors:
Algebra; Online Courses; Rural Schools; Grade 8; Mathematics Instruction; Educational Technology; Computer Uses in Education; Access to Education; Secondary School Mathematics; Middle School Students; Program Effectiveness; High Achievement; Learning Readiness; Student Characteristics

Abstract:
Online courses are increasingly seen as a viable way to expand the number and types of courses offered and broadening access to key courses, particularly in small and rural schools. Algebra I in middle school exemplifies an important course that educators and policymakers want to be more available to students. To study the effectiveness of using an online course to broaden eighth graders' access to Algebra I, the American Institutes for Research (AIR) and the Education Development Center, Inc. (EDC) performed the first rigorous evaluation of the impact of an online course on student outcomes. This three-year study examined the effects of offering a fully online Algebra I course to eighth-grade students in mostly rural schools in Maine and Vermont. The study found that offering Algebra I as an online course is an effective way to broaden access for students in schools where access to the course is typically limited. This brief describes the study's purpose, methods, findings, and implications. (Contains 6 figures, 1 table, 1 footnote and 7 endnotes.) [This is a brief summarizing "Access to Algebra I: Online Mathematics for Grade 8 Students," a study conducted by the American Institutes for Research and Education Development Center. To access the full report, see ED527394.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (728K)

Descriptors:
Homework; Mathematics Achievement; Academic Achievement; Educational Practices; Foreign Countries; Grade 8; Elementary School Students; Outcomes of Education; Statistical Analysis; Models; Middle School Students

Abstract:
Though it is generally believed that doing homework promotes better learning, no consensus has been achieved concerning its importance and relevance to students' achievement. The historical up-and-down status of public attitudes toward homework indicates that understanding about the role of homework in students' learning is far from comprehensive and clear. The literature shows that much research effort has been devoted to the relationship between amount of homework and achievement, but little on quality of homework and how it has been used. Applying a 2-level hierarchical linear model on the TIMSS 2003 data, this study investigated the relationship between classroom practices on homework and 8th grade students' mathematics achievement in Hong Kong in three dimensions: frequency and amount of homework, types of homework, and usage modes of homework. The results showed that while the time spent on daily mathematics homework had significantly positive effect on students' TIMSS results, no effect was observed on the frequency of homework assigned. Out of three types of homework, only homework of the problem/question type demonstrated significant effect. The practice of having students start homework in class had negative influence on students' learning outcome. Implications and suggestions for educational practice and future research were then discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Mathematics Achievement; Learning Motivation; Algebra; Control Groups; Mathematics Education; Quasiexperimental Design; Middle School Students; Grade 8; Pretests Posttests; Student Motivation; Educational Games; Mathematics Instruction; Educational Technology; Computer Simulation; Computer Games; Mathematics Tests; Questionnaires; Benchmarking; Multivariate Analysis; Teaching Methods; Student Surveys; Computer Assisted Instruction

Abstract:
This research study assessed the effectiveness of a three-dimensional mathematics game, DimensionM, through a pretest-posttest control group quasi-experimental design. Participants consisted of 437 eighth graders. The classrooms were randomly assigned either to the treatment group that utilized DimensionM as a supplement to regular classroom instructions or to the control group that received regular class instructions without any computer activities. The results of the analysis on the pretest-posttest data revealed that the DimensionM game increased mathematical knowledge acquisition in algebra and maintained student motivation to learn. The findings suggest that the implementation of DimensionM in mathematics education can greatly benefit middle school students learning algebra. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website