Impact of a Middle School Math Academy on Learning and Attitudes of Minority Male Students in an Urban District

Autor/inn/en	Gamble, Brandon E.; Kim, Simon; An, Shuhua
Titel	Impact of a Middle School Math Academy on Learning and Attitudes of Minority Male Students in an Urban District
Quelle	In: Journal of Urban Learning, Teaching, and Research, 8 (2012), S.13-25 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-2077
Schlagwörter	Academic Achievement; After School Programs; Males; Middle School Students; Program Effectiveness; Student Attitudes; Algebra; Learning Readiness; Attitude Change; Goal Orientation; Self Concept; Academic Aspiration; Career Academies; Mathematics Instruction; Urban Schools; Learner Engagement; Scores; Homework; Student Leadership; Grades (Scholastic); California + Suchen Sie Ihr Suchwort? Schulleistung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Male; Männliches Geschlecht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Lernbereitschaft; Attitudinal change; Einstellungsänderung; Zielorientierung; Zielvorstellung; Selbstkonzept; Berufsakademie; Mathematics lessons; Mathematikunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Hausaufgabe; Studentenwerk; Notenspiegel; Kalifornien
Abstract	A growing number of single-gender and after-school programs for youth continue to gain popularity within schools despite little empirical research regarding how these programs should be designed to achieve maximum success. The present study examined the effectiveness of a comprehensive middle school male academy program in terms of student achievement and attitudes toward learning. The results indicated that students who participated in the program improved their algebra readiness and interest in mathematics. Furthermore, there were gains in students' perceived importance of assignment completion, attitudes toward learning, goals for college, and self-concept. Implications for similar programs and future studies are discussed. (Contains 9 figures.) (As Provided).
Anmerkungen	AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: http://aera-ultr.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10