Literaturnachweis - Detailanzeige
Autor/inn/en | Polly, Drew; Wang, Chaung; Petty, Teresa; Binns, Ian |
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Titel | Exploring the Empirical Connection between Student, Teacher, School, and District-Level Variables on Fifth Grade Students' Mathematics Achievement |
Quelle | In: School Science and Mathematics, 122 (2022) 3, S.169-178 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Polly, Drew) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0036-6803 |
DOI | 10.1111/ssm.12520 |
Schlagwörter | Elementary School Mathematics; Mathematics Achievement; Grade 5; Achievement Gains; Gender Differences; Ethnicity; Elementary School Students; Elementary School Teachers; Educational Attainment; Teaching Experience; Job Satisfaction; Correlation; North Carolina Elementare Mathematik; Schulmathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 05; 5. Schuljahr; Schuljahr 05; Achievement gain; Leistungssteigerung; Geschlechterkonflikt; Ethnizität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsabschluss; Bildungsgut; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Korrelation |
Abstract | This study used hierarchical linear modeling (HLM) to examine the relationship of student, teacher, school, and district-level variables on students' mathematics achievement as measured on the Grade 5 end of year assessment in North Carolina. Analyses indicated that there were statistically significant relationships between gains in student achievement and students' gender and ethnicity, teachers' advanced degrees (e.g., Master's and Doctorate), teachers' years of experience, and National Board Certification status. In terms of school and district-level variables, there were statistically significant relationships between students' mathematics achievement and the district's teachers' ratings of their job satisfaction as well as the district's percentages of teachers who had either graduate degrees and National Board Certification. Future research should examine the influence of these variables on mathematics achievement in other populations as well as tease out specific instructional practices in classrooms that may contribute to gains in student outcomes. (As Provided). |
Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |