Principals Discuss Early Implementation of the ASSISTments Online Homework Tutor for Mathematics. ASSISTments Efficacy Study Report 2

Autor/inn/en	Fairman, Janet; Porter, Michael; Fisher, Susannah
Institution	SRI Education; University of Maine, Center for Research and Evaluation; Worcester Polytechnic Institute (WPI)
Titel	Principals Discuss Early Implementation of the ASSISTments Online Homework Tutor for Mathematics. ASSISTments Efficacy Study Report 2
Quelle	(2015), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Principals; Homework; Mathematics Instruction; Technology Uses in Education; Program Implementation; Grade 7; Teacher Administrator Relationship; Randomized Controlled Trials; Mathematics Teachers; Experimental Groups; Control Groups; Mathematics Achievement; Middle School Students; Interviews; Middle School Teachers; Response to Intervention; Educational Technology; Intelligent Tutoring Systems; Maine; TerraNova Multiple Assessments + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Hausaufgabe; Mathematics lessons; Mathematikunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 07; 7. Schuljahr; Schuljahr 07; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Interviewing; Interviewtechnik; Unterrichtsmedien; Intelligentes Tutorsystem
Abstract	This report presents the findings from interviews with principals about their schools' participation in the ASSISTments efficacy study on seventh-grade mathematics. The purpose of the interviews was to explore the following areas: To what extent schools had policies or expectations regarding homework practice and completion; To what extent schools had concerns about homework completion rates; Whether the school had existing practices or norms for teachers to discuss student learning outcomes, and how often teachers met to focus on data; The extent to which principals met with teachers to discuss data; What other initiatives in the district or school could impact curriculum, instruction, assessment, or professional development and what the current priorities were in the school; Factors related to the community such as broad socio-economic status, or level of support for education, that might affect teaching and student achievement in the school. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01