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

African American achievement in high...

The University of North Carolina at Chapel Hill., Education - Curriculum & Instruction (Ed. D.).

Linked to FindBook

Google Book

Amazon

博客來

African American achievement in high school mathematics.

Record Type:	Electronic resources : Monograph/item
Title/Author:	African American achievement in high school mathematics./
Author:	Broadway, Everly Estes.
Description:	119 p.
Notes:	Adviser: Susan N. Friel.
Contained By:	Dissertation Abstracts International70-01A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3344386
ISBN:	9781109009262

African American achievement in high school mathematics.
Broadway, Everly Estes.

African American achievement in high school mathematics. - 119 p.

Adviser: Susan N. Friel.

Thesis (Ed.D.)--The University of North Carolina at Chapel Hill, 2008.

This research study examined the impact of one particular standards-based (Goldsmith, Mark, & Kantrov, 2000) set of high school mathematics curriculum materials, Contemporary Mathematics in Context (Core-Plus Mathematics Project, 1998), on the achievement of African Americans in high school mathematics. The conceptual framework for the research study builds on the curriculum model of the Third International Mathematics and Science Study (TIMSS) researchers (Schmidt, 1997), the research framework of the Center for the Study of Mathematics Curriculum researchers (2007) and the research of Johansson (2003; 2005; 2006). The conceptual framework includes five areas of curriculum---the intended curriculum, the assessed curriculum, the learned curriculum, the implemented curriculum and the potentially implemented curriculum . The research study focused on the role of the textbook in influencing the mathematics achievement of African American students in high school mathematics and compared the achievement scores and achievement levels in Algebra 1 and Algebra 2 of students who were taught using standards-based curriculum materials for high school mathematics to the scores of students who were taught using conventional curriculum materials for high school mathematics.

ISBN: 9781109009262Subjects--Topical Terms:

1017673
Black Studies.

African American achievement in high school mathematics.
LDR:03237nmm 2200349 a 45 001 874268
005 20100823
008 100823s2008 ||||||||||||||||| ||eng d
020 $a 9781109009262
035 $a (UMI)AAI3344386
035 $a AAI3344386
040 $a UMI $c UMI
100 1 $a Broadway, Everly Estes. $3 1043534
245 1 0 $a African American achievement in high school mathematics.
300 $a 119 p.
500 $a Adviser: Susan N. Friel.
500 $a Source: Dissertation Abstracts International, Volume: 70-01, Section: A, page: 0120.
502 $a Thesis (Ed.D.)--The University of North Carolina at Chapel Hill, 2008.
520 $a This research study examined the impact of one particular standards-based (Goldsmith, Mark, & Kantrov, 2000) set of high school mathematics curriculum materials, Contemporary Mathematics in Context (Core-Plus Mathematics Project, 1998), on the achievement of African Americans in high school mathematics. The conceptual framework for the research study builds on the curriculum model of the Third International Mathematics and Science Study (TIMSS) researchers (Schmidt, 1997), the research framework of the Center for the Study of Mathematics Curriculum researchers (2007) and the research of Johansson (2003; 2005; 2006). The conceptual framework includes five areas of curriculum---the intended curriculum, the assessed curriculum, the learned curriculum, the implemented curriculum and the potentially implemented curriculum . The research study focused on the role of the textbook in influencing the mathematics achievement of African American students in high school mathematics and compared the achievement scores and achievement levels in Algebra 1 and Algebra 2 of students who were taught using standards-based curriculum materials for high school mathematics to the scores of students who were taught using conventional curriculum materials for high school mathematics.
520 $a Results indicated that the standards-based curriculum materials made a significant positive difference in Algebra 1 achievement scores and levels for African American students. Results indicated that the standards-based curriculum materials did not make a significant positive difference in Algebra 2 achievement scores for African American students. In both Algebra 1 and Algebra 2 results, the difference in the achievement scores of African American and other students were smaller for students using the standards-based curriculum materials than for students using conventional curriculum materials. Although the textbook is not the only factor that matters in learning mathematics, this study indicates that the choice of textbook can make an important difference in the achievement of African Americans in high school mathematics.
590 $a School code: 0153.
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Secondary. $3 539262
690 $a 0280
690 $a 0325
690 $a 0533
710 2 $a The University of North Carolina at Chapel Hill. $b Education - Curriculum & Instruction (Ed. D.). $3 1026549
773 0 $t Dissertation Abstracts International $g 70-01A.
790 $a 0153
790 1 0 $a Day, Barbara $e committee member
790 1 0 $a Friel, Susan N., $e advisor
790 1 0 $a Malloy, Carol E. $e committee member
790 1 0 $a O'Sullivan, Rita $e committee member
790 1 0 $a Payne, Charles $e committee member
791 $a Ed.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3344386