東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

A longitudinal study of school pract...

Giovannone, Carrie Lynn.

Linked to FindBook

Google Book

Amazon

博客來

A longitudinal study of school practices and students' characteristics that influence students' mathematics and reading performance of Arizona charter middle schools.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	A longitudinal study of school practices and students' characteristics that influence students' mathematics and reading performance of Arizona charter middle schools./
Author:	Giovannone, Carrie Lynn.
Description:	256 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 0800.
Contained By:	Dissertation Abstracts International72-03A.
Subject:	Education, Mathematics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3441379
ISBN:	9781124442136

A longitudinal study of school practices and students' characteristics that influence students' mathematics and reading performance of Arizona charter middle schools.
Giovannone, Carrie Lynn.

A longitudinal study of school practices and students' characteristics that influence students' mathematics and reading performance of Arizona charter middle schools. - 256 p.

Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 0800.

Thesis (Ph.D.)--Kent State University, 2011.

In 1995, Arizona legislators passed laws specifically to implement charter schools in Arizona. Approving 15 year charters (i.e., contracts), allowing charter schools to cross school district boundaries, and requiring the charter schools to administer the state assessment are three of the many charter school statutes written into law. In 2010, those initial charters are expiring. The variation in school practices that occur between charter schools is great as reported by researchers nationwide. This difference does not stop at the borders of Arizona; some Arizona charter schools are labeled as excelling in performance while others are labeled as underperforming. There is limited research of Arizona charter schools and the variance that exists among them.

ISBN: 9781124442136Subjects--Topical Terms:

1017588
Education, Mathematics.

A longitudinal study of school practices and students' characteristics that influence students' mathematics and reading performance of Arizona charter middle schools.
LDR:03289nam 2200325 4500 001 1404197
005 20111121111323.5
008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124442136
035 $a (UMI)AAI3441379
035 $a AAI3441379
040 $a UMI $c UMI
100 1 $a Giovannone, Carrie Lynn. $3 1683504
245 1 2 $a A longitudinal study of school practices and students' characteristics that influence students' mathematics and reading performance of Arizona charter middle schools.
300 $a 256 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-03, Section: A, page: 0800.
500 $a Adviser: Rafa Kasim.
502 $a Thesis (Ph.D.)--Kent State University, 2011.
520 $a In 1995, Arizona legislators passed laws specifically to implement charter schools in Arizona. Approving 15 year charters (i.e., contracts), allowing charter schools to cross school district boundaries, and requiring the charter schools to administer the state assessment are three of the many charter school statutes written into law. In 2010, those initial charters are expiring. The variation in school practices that occur between charter schools is great as reported by researchers nationwide. This difference does not stop at the borders of Arizona; some Arizona charter schools are labeled as excelling in performance while others are labeled as underperforming. There is limited research of Arizona charter schools and the variance that exists among them.
520 $a There were two purposes for this dissertation. The first purpose was to analyze the influence of school practices and student characteristics on charter middle school students' mathematics and reading performance at grade 8. The second purpose was to assess those influences over time (i.e., 2007-2009). The assessment used was Arizona's Instrument to Measure Standards (AIMS) which remained stable during this span of time.
520 $a Multiple imputations were performed for missing data. Hierarchical linear cross-classified random effects modeling (HLM/CCREM) was used to assess the data while taking student mobility into consideration. The results showed that the effect of teacher experience influenced lower achieving students, that teachers teaching out of their area of expertise had a negative effect on mathematics and reading achievement of students, and attending a charter school that was converted from a traditional public school has an advantage in Arizona. An indicator of whether a student was attending a charter school in 2006 (prior to the time period of this study) was added to the model and showed that students scored higher in mathematics and reading if they also attend a charter school in 2006. All factors assessed in this study were accounted for even if they didn't remain in the model due to fit statistics. These results will contribute to the field of education by providing empirical evidence of the effects of charter school practices on student achievement.
590 $a School code: 0101.
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Reading. $3 1017790
690 $a 0280
690 $a 0450
690 $a 0514
690 $a 0535
710 2 $a Kent State University. $b College and Graduate School of Education, Health and Human Services / School of Foundations, Leadership and Administration. $3 1680051
773 0 $t Dissertation Abstracts International $g 72-03A.
790 1 0 $a Kasim, Rafa, $e advisor
790 $a 0101
791 $a Ph.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3441379