...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Journal of Mathematics Research >The Effects of Single-sex Mathematics Classrooms on African-American Males in the Ninth Grade
【24h】

The Effects of Single-sex Mathematics Classrooms on African-American Males in the Ninth Grade

机译：单性数学教室对九年级非裔美国人的影响

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

High dropout rates and poor academic performance are frequent characteristics of the educational experience for African-American male youths (Bailey & Paisley, 2004). With increased accountability standards to raise the academic achievement levels, single-sex educational environments have taken a central role in school reform agendas and initiatives in many school districts (Herr & Arms, 2004). The incorporation of a single-sex grouping served as a conduit for teachers to deliver instruction based on the varied learning styles of the students.This study was designed to determine the effect single-sex classroom instruction has on African American males’ achievement in ninth-grade mathematics compared to that of the other student groups. The researcher investigated a public school in a North Texas school district that offered alternative educational options for the students. Single-sex classrooms were created in mathematics. Teachers taught single-sex classes of students from varied ethnic backgrounds during at least one double-blocked period each day. Ex post facto data were analyzed. An independent samples t-test and a two-way factorial Analysis of Variance (ANOVA) were utilized to test each hypothesis to determine whether significant differences existed in the scale scores of comparison groups on state-mandated assessments over a period of 3 years. The instrument used to measure academic achievement is the Texas Assessment of Knowledge and Skills.This study found that the mathematics scores of African American males in single-sex classes did not significantly differ from the scores of African American males in coeducational classes. The scores for the males in single-sex classes were slightly higher than that of males in coeducational classes at each grade level throughout the 3-year period. The mathematics scores of African American females in single-sex learning environments were not significantly different than those of African American males in single-sex classes. The scores for the female students were consistently higher throughout the 3-year period. This study identified the need for single-sex instructional opportunities for students as a means of eliminating the achievement gap.
机译：高辍学率和学习成绩差是非裔美国男性青年教育经历的常见特征（Bailey＆Paisley，2004）。随着问责制标准的提高，以提高学业成绩，单性教育环境已在许多学区的学校改革议程和倡议中发挥了核心作用（Herr＆Arms，2004）。单性别小组的合并是教师根据学生不同学习风格进行教学的渠道。本研究旨在确定单性别课堂教学对第九届非裔美国人男性成就的影响。年级数学与其他学生组的数学比较。研究人员调查了北德克萨斯州学区的一所公立学校，该校为学生提供了其他教育选择。单性教室是用数学创建的。每天至少有一个双重封锁时段，老师教给来自不同种族背景的学生进行单性别班。分析事后数据。使用独立样本t检验和双向因式方差分析（ANOVA）来检验每个假设，以确定在3年内国家规定的评估中，比较组的量表分数是否存在显着差异。用来衡量学习成绩的工具是德克萨斯州的知识和技能评估。该研究发现，单性别班级的非洲裔美国男性数学得分与男女同校班级的非洲裔美国男性得分没有显着差异。在整个三年期间，在每个年级水平上，单性别班的男性得分略高于男女同校班的男性得分。在单性学习环境中，非洲裔美国女性的数学得分与在单性课程中的非洲裔美国男性的数学得分没有显着差异。在整个三年期间，女学生的分数始终较高。这项研究确定了为学生提供单性教育机会的必要性，以此作为消除成就差距的一种方法。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号