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首页> 外文学位 >The effect of the Alabama Mathematics, Science, and Technology Initiative (AMSTI) on middle school students' scores in mathematics and science.
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The effect of the Alabama Mathematics, Science, and Technology Initiative (AMSTI) on middle school students' scores in mathematics and science.

机译：阿拉巴马州数学，科学和技术计划（AMSTI）对中学生数学和科学成绩的影响。

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摘要

The purpose of this study was to determine whether the application of the Alabama Mathematics, Science, and Technology Initiative (AMSTI) program in middle schools reduced the gaps found between students' CRT scores; specifically, did the gaps found in the CRT scores within the respective subgroups race, gender, SES, and special/regular education narrow? The subject areas considered by this study were mathematics and science. Student-level data were collected and examined for longitudinal changes over a three year period in which the AMSTI program was implemented at two participating public middle schools. The dependent variables used were mathematics and science CRT scores of 6th through 8th grade students. Three repeated measures MANCOVAs and one MANOVA were conducted in order to examine possible longitudinal changes in the mathematics and science scores of the student population as well as for changes in the gaps between the demographic groups of students within the subgroups. Significant decreases were found in the differences between the respective subgroups in the variables of SES and special education. The reductions were attributed to both mathematics and science. A significant reduction in the gap found between races was found, but could not be attributed to either mathematics or science. Gender was the only subgroup in which no significant change was found.;Additionally, a questionnaire was administered to teachers in four public middle schools in which AMSTI had been implemented. ANOVAs were used to examine the responses to determine how teacher training in AMSTI materials and techniques affected reported teacher attitude and frequency of usage of inquiry-based lessons. When the responses of teachers with less than one year of AMSTI training were compared to those teachers with more than one year of training, no significant change in teachers' reported attitudes toward inquiry lessons or the frequency of usage of inquiry lessons was found.
机译：这项研究的目的是确定在中学应用阿拉巴马州数学，科学和技术计划（AMSTI）计划是否缩小了学生CRT得分之间的差距；具体而言，在各个亚组的种族，性别，SES和特殊/正规教育中，CRT得分的差距是否缩小？这项研究考虑的主题领域是数学和科学。在三年期间，在两所参与的公立中学实施AMSTI计划的过程中，收集了学生水平的数据并检查了纵向变化。使用的因变量是6至8年级学生的数学和科学CRT分数。进行了三项重复测量的MANCOVA和一项MANOVA，以检查学生群体的数学和科学成绩可能发生的纵向变化，以及子组中学生的人口统计差距之间的变化。在SES和特殊教育的变量中，各个亚组之间的差异显着降低。减少归因于数学和科学。发现种族之间的差距已大大缩小，但不能归因于数学或科学。性别是唯一没有明显变化的亚组。此外，还对实施AMSTI的四所公立中学的教师进行了问卷调查。方差分析用于检查回答，以确定教师对AMSTI资料和技术的培训如何影响所报告的教师态度和使用探究式课程的频率。将接受AMSTI培训时间少于一年的教师与接受培训时间超过一年的教师的反应进行比较，发现教师报告的对探究课的态度或探究课的使用频率没有明显变化。

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  • 作者

    Ramey, Toni Boyd.;

  • 作者单位

    The University of Southern Mississippi.;

  • 授予单位 The University of Southern Mississippi.;
  • 学科 Education Mathematics.;Education Curriculum and Instruction.;Education Sciences.;Education Middle School.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 161 p.
  • 总页数 161
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:38:23

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