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Supporting Hispanic high school stud...

Logan, Constance K.

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Supporting Hispanic high school students in academic mathematics content courses: Effects of an in-school tutoring program on achievement in and attitude towards mathematics.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Supporting Hispanic high school students in academic mathematics content courses: Effects of an in-school tutoring program on achievement in and attitude towards mathematics./
Author:	Logan, Constance K.
Description:	166 p.
Notes:	Adviser: Linda H. Frazer.
Contained By:	Dissertation Abstracts International68-01A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3246678

Supporting Hispanic high school students in academic mathematics content courses: Effects of an in-school tutoring program on achievement in and attitude towards mathematics.
Logan, Constance K.

Supporting Hispanic high school students in academic mathematics content courses: Effects of an in-school tutoring program on achievement in and attitude towards mathematics. - 166 p.

Adviser: Linda H. Frazer.

Thesis (Ed.D.)--Wilmington College (Delaware), 2007.

The increase in the number of Hispanic students who have immigrated to the United States coupled with the advent of the No Child Left Behind Act has made a huge impression on the educational front. Finding ways to aid Spanish speaking students to be successful in content area classes as they grow their English skills is of great importance. Knowing the need to grow mathematics content, Spanish speaking English Language Learners are often put in mainstream classes. By doing so, the students are exposed to the mathematics content, but need supports to absorb and learn the concepts necessary for long term success in mathematics. This study, conducted in a small high school in southeastern Pennsylvania, examined the success of an in-school tutoring program for students whose first language was Spanish and who were enrolled in academic mathematics courses ranging from Algebra I-I through Algebra II. The student's achievement and attitude toward mathematics were examined for changes during the time that they were tutored. The results of this study indicate that there was a significant growth in scores, both marking period averages and standardized assessments, for those students who partook of the tutoring opportunities and a growth in personal confidence in relation to mathematics study. A marked decline in the students' perception of teacher's attitudes toward them was also noted. It is hoped that this study can contribute to the continued research on best practice for closing the mathematics achievement gap for Hispanic students.Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Supporting Hispanic high school students in academic mathematics content courses: Effects of an in-school tutoring program on achievement in and attitude towards mathematics.
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035 $a (UMI)AAI3246678
035 $a AAI3246678
040 $a UMI $c UMI
100 1 $a Logan, Constance K. $3 1296593
245 1 0 $a Supporting Hispanic high school students in academic mathematics content courses: Effects of an in-school tutoring program on achievement in and attitude towards mathematics.
300 $a 166 p.
500 $a Adviser: Linda H. Frazer.
500 $a Source: Dissertation Abstracts International, Volume: 68-01, Section: A, page: 0116.
502 $a Thesis (Ed.D.)--Wilmington College (Delaware), 2007.
520 $a The increase in the number of Hispanic students who have immigrated to the United States coupled with the advent of the No Child Left Behind Act has made a huge impression on the educational front. Finding ways to aid Spanish speaking students to be successful in content area classes as they grow their English skills is of great importance. Knowing the need to grow mathematics content, Spanish speaking English Language Learners are often put in mainstream classes. By doing so, the students are exposed to the mathematics content, but need supports to absorb and learn the concepts necessary for long term success in mathematics. This study, conducted in a small high school in southeastern Pennsylvania, examined the success of an in-school tutoring program for students whose first language was Spanish and who were enrolled in academic mathematics courses ranging from Algebra I-I through Algebra II. The student's achievement and attitude toward mathematics were examined for changes during the time that they were tutored. The results of this study indicate that there was a significant growth in scores, both marking period averages and standardized assessments, for those students who partook of the tutoring opportunities and a growth in personal confidence in relation to mathematics study. A marked decline in the students' perception of teacher's attitudes toward them was also noted. It is hoped that this study can contribute to the continued research on best practice for closing the mathematics achievement gap for Hispanic students.
590 $a School code: 1215.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Secondary. $3 539262
650 4 $a Hispanic American Studies. $3 1017793
690 $a 0280
690 $a 0282
690 $a 0533
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710 2 0 $a Wilmington College (Delaware). $3 1021995
773 0 $t Dissertation Abstracts International $g 68-01A.
790 $a 1215
790 1 0 $a Frazer, Linda H., $e advisor
791 $a Ed.D.
792 $a 2007
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3246678