eric.ed.gov har udgivet: In 2007, the Home School Legal Defense Association commissioned Dr. Brian D. Ray of the National Home Education Research Institute to conduct a nationwide study of homeschooling in America. The study’s purpose was to develop a current picture of homeschool students and their families–capturing their demographics and educational background–and analyze the impact of certain variables on homeschoolers’ academic achievement. Dr. Ray collected data for the cross-sectional, descriptive study in spring 2008. The 11,739 participants came from all 50 states, Guam, and Puerto Rico. In the study, homeschoolers scored 34-39 percentile points higher than the norm on standardized achievement tests. The homeschool national average ranged from the 84th percentile for Language, Math, and Social Studies to the 89th percentile for Reading. The study also found that whether or… Continue Reading →
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eric.ed.gov har udgivet: The present study sought to examine the relationship between teacher quality and student achievement in public elementary schools in a community district school of the New York City. It has 23 elementary schools, more than 7,600 students and around 350 teachers. For this study, participants consist of a sample of 117 full-time teachers who were working in third, fourth and fifth grade during the 2006-2007 school year. By recognizing the link between quality teaching and student achievement, this study addressed the broad question: “What is the relationship between teacher quality and student achievement?” Methodologically, data collection was based on a standardized questionnaire developed by the National Center for Education Statistics (NCES). The survey used here was adapted by the researcher to explore three specific teacher quality characteristics:… Continue Reading →
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eric.ed.gov har udgivet: Will my children’s creativity be hindered if I place them within the rigidity of an East Asian school? Conversely, could my children’s math and science skills benefit from the high expectations of an East Asian curriculum and teacher? The purpose of this study is two-fold. Firstly, it aims to demonstrate that comparison between Eastern and Western educational traditions can be framed in terms of a dialectic concerning students’ development, autonomy, learning environment, and curricula. Secondly, it is to analyze the substance and effects of this dialectic in the context of 15 families of mixed educational background situated between Eastern and Western educational traditions. These families in Hong Kong have access to educational opportunities for their children in adherence to educational styles associated with either Eastern or Western… Continue Reading →
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eric.ed.gov har udgivet: The island of Cyprus embodies two distinct communities having their own systems of education. On the road to EU certain parallelisms need to be set as it is the goal of this study on math’s education. This paper will concentrate on K1-K12 math’s education. The topics to be dealt with will cover math’s curriculum at all levels; weekly distribution of math classes, as well as their proportion to the other courses offered. Students are expected to be more creative in class rather than resorting to rote learning even in math education. The study will also try to shed light on class size. Finally the math teachers and their educational background will be looked into so as to check into their prior math knowledge. The main goal is… Continue Reading →
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eric.ed.gov har udgivet: Historically, students took Algebra I in high school, but there has been a recent trend toward taking it in middle school (Domina, 2014). In the past two decades the proportion of middle school students taking Algebra I or more-advanced math courses has doubled (Domina, 2014). Success in Algebra I is important because it is a gateway course for advanced math (Star et al., 2015). Students who take and pass Algebra I are more likely to take and pass more-advanced math courses in high school (Snipes & Finkelstein, 2015). This trend has created a need for middle school teachers with more-advanced knowledge of math content, because prior research has suggested that teachers’ knowledge of math content plays an important role in student achievement (National Mathematics Advisory Panel, 2008).… Continue Reading →
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