Standards-based mathematics reforms and mathematics achievement of American Indian/Alaska Native eighth graders.
In: Education Policy Analysis Archives, Vol 16, p 20 (2008, 2008
Online
academicJournal
Zugriff:
Using the NAEP nationally-representative data collected from eighth-graders, we investigated the relative exposure of American Indian/Alaska Native (AIAN) students to mathematics teachers who are knowledgeable about standards, participate in standards-based professional development, and practice standards-based instruction; American Indian/Alaska Native student reports of standards-based classroom activities; and how student reports of classroom activities and teacher reports of their knowledge, professional development, and practices are associated with mathematics achievement of American Indian/Alaska Native students. We found that AIAN students had among the lowest exposure to teachers who reported they were knowledgeable about standards, who participated in standards-based professional development, and who practiced standards-based instruction. In addition, AIAN students were less likely than African American and Latino students to report that they experienced standards-based classroom activities. Our data showed that teacher reports of standards-based knowledge and practice of standards-based instruction were not significantly associated with mathematics achievement of AIAN students. However, student reports of classroom activities characterizing standards-based instruction was associated with higher mathematics achievement of AIAN students.
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Standards-based mathematics reforms and mathematics achievement of American Indian/Alaska Native eighth graders.
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Autor/in / Beteiligte Person: | Akiba, Motoko ; Chiu, Ya-Fang ; Zhuang, Yue-Lin ; Mueller, Heather E. |
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Zeitschrift: | Education Policy Analysis Archives, Vol 16, p 20 (2008, 2008 |
Veröffentlichung: | Arizona State University, 2008 |
Medientyp: | academicJournal |
ISSN: | 1068-2341 (print) |
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