A Preliminary Study of Guided Math in Title I Elementary Schools

Autor/in	Fielder, Katherine Roberts
Titel	A Preliminary Study of Guided Math in Title I Elementary Schools
Quelle	(2013), (170 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Piedmont College
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-0014-9
Schlagwörter	Hochschulschrift; Dissertation; Elementary Schools; Disadvantaged Schools; Elementary School Students; Elementary School Mathematics; Mathematics Instruction; Program Implementation; Mathematics Achievement; Mathematics Tests; Criterion Referenced Tests; Suburban Schools; Academic Standards; Achievement Gap; African American Students; Hispanic American Students; Economically Disadvantaged; Statistical Significance; Cohort Analysis; Georgia (Atlanta); Georgia Criterion Referenced Tests + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Grundschule; Volksschule; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Kohortenanalyse
Abstract	This study sought to provide a preliminary examination of the relationship between the implementation of Guided Math and student achievement in Title I schools as measured by the percentage of students who met or exceeded the standard for the Georgia Mathematics CRCT. The study examined data from thirty Title I elementary schools in one suburban Atlanta school district. The percentage of students who met or exceeded the standard on the Math CRCT increased from 2010 to 2011, after one year of Guided Math implementation, suggesting that Guided Math is working to close the achievement gap in the area of mathematics among African American and Hispanic/Latino students as well as economically disadvantaged students. However, there was not a statistically significant difference in the percentage of students who met or exceeded the standard from 2010 to 2011, p = 0.435, where significance occurs at p < 0.05. Because this study was a preliminary study to determine the results of implementing a Guided Math program after one year of implementation, the cohorts used for this study should be followed for several more years to see if their academic achievement continues to increase. Also, similar studies should be conducted on larger scale over longer periods of time in order to obtain a global picture of the effects of Guided Math on mathematics achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01