eric.ed.gov har udgivet: This is the third in a series of briefs summarizing findings from the newest and most rigorous research related to racial and socioeconomic diversity in public schools. The studies on which this brief is based were published recently in three special issues of the peer-reviewed journal, “Teachers College Record,” edited by Professors Roslyn Arlin Mickelson of the University of North Carolina at Charlotte and Kathryn Borman of the University of South Florida. For more than two decades, the success of school desegregation has been judged mainly by the degree to which it benefits individuals, either through academic achievement or social mobility. This research augments an already extensive body of work in this area, which has reached similar conclusions. However, the work published this year in “Teachers College… Continue Reading →
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eric.ed.gov har udgivet: This study examined how various individual, family, and school level contextual factors impact the likelihood of planning to major in one of the science, technology, engineering, or mathematics (STEM) fields for high school students. A binary logistic regression model was developed to determine the extent to which each of the covariates helped to predict such academic interest. High school course taking in science and performance on science and math standardized tests were significantly and positively related to an increased interest in STEM. College aspirations were significant, and those with loftier educational goals were generally more likely to plan to major in a STEM field. Other individual-level factors also played a significant role, as male high school students were significantly more likely to have an early interest in… Continue Reading →
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eric.ed.gov har udgivet: There is a growing body of research focused on the mathematical experiences of Black males in the United States of America. This research has emerged to challenge the dominant narrative in mathematics education focused on Black males’ low performance on international, national, and state standardized tests. There is very little research that has explored the impact of high-stakes testing in mathematics on Black males in urban areas. Using qualitative research methods, this study examines the middle school mathematics experiences of four Black males and provides insight into their responses to challenges they face in urban communities, schools, and math classrooms. Critical race theory was used to illuminate Black males’ desire to be challenged in the classroom and describe the community, school, and classroom conditions that impact their… Continue Reading →
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eric.ed.gov har udgivet: This study explores the effects of school-level characteristics on North Carolina students’ reading and math achievement from fourth through eighth grade, focusing on the relationships between achievement and the racial and poverty composition of schools. After creating race-by-poverty cohorts of schools, I use multilevel models to examine math and reading achievement for the same students in fourth, sixth, and eighth grades. The racial and poverty composition of schools affect student achievement after factoring in student, family, and other school influences. In addition, increasing teacher quality and school resources reduces but does not eliminate the effects of school racial and poverty composition on student achievement. Policies leading to reductions in racial and poverty isolation in schools and increases in teacher quality should be pursued to guarantee equality of… Continue Reading →
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eric.ed.gov har udgivet: Mathematics has been perceived as a discipline centered on intellectuality. However, recent studies have found interaction between a variety of emotions and the quality of learning. This qualitative study focused on the characteristics of those who are willing to cope with mathematical challenges and on the emotions evoked by these challenges, and sought to evaluate the potential role of positive emotions in this context. The research was conducted among participants in the Israel International Math Competition for Girls (IIMCG). The participants were 12 of the top finalist competitors in the previous competitions. Research instruments included an in-depth interview and a Math Emotions Measuring Instrument (MEMI), measuring the emotions expressed while coping with the mathematical challenges. Major results indicated the intensity of positive emotions. The positivity ratio was… Continue Reading →
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