Standards-Based Mathematics Reforms and Mathematics Achievement of American Indian/Alaska Native Eighth Graders

Autor/inn/en	Akiba, Motoko; Chiu, Ya-Fang; Zhuang, Yue-Lin; Mueller, Heather E.
Titel	Standards-Based Mathematics Reforms and Mathematics Achievement of American Indian/Alaska Native Eighth Graders
Quelle	In: Education Policy Analysis Archives, 16 (2008) 20, S.1-31 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Class Activities; Learning Activities; Grade 8; Mathematics Teachers; Professional Development; Teaching Methods; American Indians; Alaska Natives; Mathematics Achievement; Teacher Student Relationship; Standards + Suchen Sie Ihr Suchwort? Lernaktivität; School year 08; 8. Schuljahr; Schuljahr 08; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; American Indian; Indianer; Inuit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Standard
Abstract	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. (Contains 9 footnotes and 4 tables.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10