Improving Mathematics and Science Education (PDF)
A Longitudinal Investigation of the Relationship Between Reform-Oriented Instruction and Student Achievement
(Sprache: Englisch)
The term reform-oriented teaching describes a collection of instructional practices that are designed to engage students as active participants in their own learning and to enhance the development of complex cognitive skills and processes. This monograph...
Leider schon ausverkauft
eBook
10.56 €
- Lastschrift, Kreditkarte, Paypal, Rechnung
- Kostenloser tolino webreader
Produktdetails
Produktinformationen zu „Improving Mathematics and Science Education (PDF)“
The term reform-oriented teaching describes a collection of instructional practices that are designed to engage students as active participants in their own learning and to enhance the development of complex cognitive skills and processes. This monograph presents the findings of a multiyear National Science Foundation (NSF)-funded study of the effectiveness of reform-oriented science and mathematics instruction. It builds on an earlier RAND study, called the Mosaic project, which found "a weak but positive relationship" between reform-oriented practices and student achievement. The present study, called Mosaic II, extends this earlier research in two important ways. First, it incorporates more-diverse indicators of student exposure to reform-oriented practices, including innovative, vignette-based measures. Second, it follows students for three years in order to measure the relationship after longer exposure to reform practices. Mosaic II was designed to answer two major research questions: Is the use of reform-oriented instructional practices in mathematics and science associated with higher student achievement? Is the relationship between reform-oriented practices and achievement sensitive to the aspects of achievement that are measured? The research was conducted in three districts that participated in the NSF Local Systemic Change program, although the study is not an evaluation of the implementation or impact of that specific program. We found nonsignificant or weak positive relationships between reform-oriented instruction in mathematics and science and student achievement measured using multiple-choice tests. The results also reinforce the message that measurement matters—i.e., the observed relationship between reform-oriented instruction and achievement may depend on how achievement is measured. It is common practice to use existing state or district tests as measures of program effectiveness, because it is often not feasible to administer additional tests. Our analysis indicates that this decision may influence findings. Results should be of interest to educators and policymakers concerned with improving mathematics and science education.
Autoren-Porträt von J. R. Lockwood, Laura S. Hamilton, Abby Robyn, Brian M. Stecher, Vi-Nhuan Le
Dr. Brian Stecher (Ph.D., Education, University of California, Los Angeles) is a senior social scientist in the Education program at RAND. Dr. Stecher's research emphasis is applied educational measurement, including the implementation, quality, and impact of state assessment and accountability systems; the cost, quality, and feasibility of performance-based assessments, and the development and validation of licensing and certification examinations. Dr. Stecher currently directs a multi-state, NSF-funded study of the accountability provisions of the No Child Left Behind act, and he recently completed a four-year evaluation of the California Class Size Reduction initiative. Dr. Stecher is a member of the Technical Design Group, advising the California Department of Education on the development of that state's accountability system. Dr. Stecher has published widely in professional journals, and he is currently a member of the Editorial Board of the Educational Assessment Journal. (PhD, Educational Psychology, Stanford University) is a senior behavioral scientist at RAND whose research expertise includes education: elementary, middle/secondary, K-12 assessment and accountability, teachers and teaching. Abby Robyn (University of California, Los Angeles, M.A., English) is a RAND consultant. Valerie L. Williams (PhD, 1994 Bio-organic Chemistry, New York University) is a research analyst at RAND. Stephen P. Klein (Ph.D., Industrial Psychology, Purdue University) is a senior research scientist, RAND.
Bibliographische Angaben
- Autoren: J. R. Lockwood , Laura S. Hamilton , Abby Robyn , Brian M. Stecher , Vi-Nhuan Le
- 2006, Englisch
- ISBN-10: 0833042467
- ISBN-13: 9780833042460
- Erscheinungsdatum: 25.09.2006
Abhängig von Bildschirmgröße und eingestellter Schriftgröße kann die Seitenzahl auf Ihrem Lesegerät variieren.
eBook Informationen
- Dateiformat: PDF
- Größe: 1.31 MB
- Mit Kopierschutz
Sprache:
Englisch
Kopierschutz
Dieses eBook können Sie uneingeschränkt auf allen Geräten der tolino Familie lesen. Zum Lesen auf sonstigen eReadern und am PC benötigen Sie eine Adobe ID.
Kommentar zu "Improving Mathematics and Science Education"
0 Gebrauchte Artikel zu „Improving Mathematics and Science Education“
Zustand | Preis | Porto | Zahlung | Verkäufer | Rating |
---|
Schreiben Sie einen Kommentar zu "Improving Mathematics and Science Education".
Kommentar verfassen