Not Just Numbers: Creating a Partnership Climate to Improve Math Proficiency in Schools

Autor/inn/en	Sheldon, Steven B.; Epstein, Joyce L.; Galindo, Claudia L.
Titel	Not Just Numbers: Creating a Partnership Climate to Improve Math Proficiency in Schools
Quelle	In: Leadership and Policy in Schools, 9 (2010) 1, S.27-48 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
Schlagwörter	Family Involvement; Community Involvement; Mathematics Skills; Mathematics Achievement; Achievement Tests; Scoring; Family School Relationship; School Community Relationship; Mathematics Instruction; Partnerships in Education; Program Effectiveness + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bewertung; Mathematics lessons; Mathematikunterricht; Hochschulpartnerschaft
Abstract	Although we know that family involvement is associated with stronger math performance, little is known about what educators are doing to effectively involve families and community members, and whether this measurably improves math achievement at their schools. This study used data from 39 schools to assess the effects of family and community involvement activities on school levels of math achievement. The study found that better implementation of math-related practices of family and community involvement predicted stronger support from parents for schools' partnership programs, which, in turn, helped to estimate the percentage of students scoring as proficient on math achievement tests. (Contains 5 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10