Sixth Grade Students' Perceptions of A Differentiated Mathematics Model
Sixth Grade Students' Perceptions Regarding their Performance in a Differentiated Mathematics Instructional Model at a Selected Intermediate School
(Sprache: Englisch)
The purpose of my study was to analyze sixth grade students? perceptions regarding their performance (understanding of concepts, self-efficacy and engagement) at a selected intermediate school to determine how best to implement a differentiated mathematics...
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The purpose of my study was to analyze sixth grade students? perceptions regarding their performance (understanding of concepts, self-efficacy and engagement) at a selected intermediate school to determine how best to implement a differentiated mathematics instructional model.Quantitative data using convenience sampling were collected from 199 students that returned the permission slips and completed the survey. These students participated in the differentiated mathematics instructional model once a week from September 2005 to April 2006. I developed a Likert survey for the collection of data for my study. In addition, I analyzed existing school assessment data for comparison purposes.On average, female students had more favorable perceptions of their performance regarding the differentiated mathematics instructional model than male students.
Autoren-Porträt von Kathryn Washington
Washington, KathrynKathryn Walker Washington has a Bachelors of Science in Elementary Education/Mathematics(1991)from Lamar University in Beaumont, Texas, a Masters of Education in Curriculum and Instruction(1997)from Prairie View A&M University, and a Doctorate in Educational Leadership(2006)from Sam Houston State University. She is currently a Principal.
Bibliographische Angaben
- Autor: Kathryn Washington
- 2008, 156 Seiten, Maße: 15 x 22 cm, Kartoniert (TB), Englisch
- Verlag: VDM Verlag Dr. Müller e.K.
- ISBN-10: 3639048717
- ISBN-13: 9783639048711
Sprache:
Englisch
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