Code RED (Remediation and Enrichment Days): The Complex Journey of a School and University Partnership's Process to Increase Mathematics Achievement

Autor/inn/en	Moyer, Patricia S.; Dockery, Kim; Jamieson, Spencer; Ross, Julie
Titel	Code RED (Remediation and Enrichment Days): The Complex Journey of a School and University Partnership's Process to Increase Mathematics Achievement
Quelle	In: Action in Teacher Education, 28 (2007) 4, S.75-91 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
Schlagwörter	Teaching Methods; Mathematics Instruction; Data Analysis; Remedial Instruction; Preservice Teachers; Mathematics Achievement; Ability Grouping; Academic Achievement; College Faculty; Grade 3; Program Descriptions; Achievement Gains; Pretests Posttests; State Standards; Standardized Tests; Enrichment Activities + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Auswertung; Förderkurs; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Homogene Gruppierung; Niveaugruppierung; Streaming; Schulleistung; Fakultät; School year 03; 3. Schuljahr; Schuljahr 03; Achievement gain; Leistungssteigerung; Standadised tests; Standardisierter Test; Bereicherungsprogramm
Abstract	This study examined a focused remediation and enrichment effort among school and university faculty to affect the mathematics achievement of a group of third-grade students in a Title I elementary school. A total of 87 students participated in the Code RED (Remediation and Enrichment Days) Project. During the Code RED Project, student assessment data were used to identify high-need areas for mathematics instruction. The Code RED Project sessions occurred in small groups over a 10-week period. Pre- and posttest assessments, as well as state-standardized tests, were used for data gathering during the project. Pre- and posttest data indicate that students made significant gains in mathematics achievement during the Code RED Project overall, in different ability groups, and in different subgroup populations. In addition, during the Code RED Project, 100% of the third-grade class passed the end-of-grade state-standardized testing. A comparison of the pass rates for the state-standardized test for third-grade students before and during the Code RED Project indicates a significant increase in students labeled in the pass-proficient and pass-advanced categories. In addition to the students' increasing their achievement results, teachers adopted new instructional practices, and preservice teachers participated in the inquiry culture of the school. (Contains 4 tables and 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10