Using the Title I Control Group Model for Evaluation Research and Development of a Supplemental Mathematics Project for Third and Fifth Grade Students.

Autor/in	Slaughter, Helen B.
Titel	Using the Title I Control Group Model for Evaluation Research and Development of a Supplemental Mathematics Project for Third and Fifth Grade Students.
Quelle	(1980), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Analysis of Covariance; Comparative Testing; Compensatory Education; Elementary Education; Elementary School Mathematics; Elementary School Teachers; Federal Programs; Grade 3; Grade 5; Hypothesis Testing; Mathematics Instruction; Mathematics Materials; Mathematics Teachers; Quantitative Tests + Suchen Sie Ihr Suchwort? Kompensatorischer Unterricht; Elementarunterricht; Elementare Mathematik; Schulmathematik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Hypothesenprüfung; Hypothesentest; Mathematics lessons; Mathematikunterricht; Mathematische Tafel; Mathematics; Mathematik
Abstract	Mathematics achievement of Elementary Secondary Education Act Title I students was evaluated, using RMC Model B, the control group model. The third-grade students in 8 of 17 Title I elementary schools and the fifth-grade students in the remaining 9 schools were chosen for the pilot project. The remaining third-and fifth-grade students served as the control groups for this experiment. The experimental treatment had two parts: inservice workshops for the teachers and demonstrations by mathematics project specialists in the classroom. The emphasis of the training and the demonstrations in the classrooms was on the use of manipulative materials, such as Cuisenaire rods, with the intention that learning by manipulation would precede symbolic activities by the children. For both third- and fifth-grade children, the pilot project children's post test means scores were not significantly different from their respective control groups. The application of analysis of covariance to the data produced the same result. (CTM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC