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The effect of the Alabama Mathematic...

Ramey, Toni Boyd.

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The effect of the Alabama Mathematics, Science, and Technology Initiative (AMSTI) on middle school students' scores in mathematics and science.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The effect of the Alabama Mathematics, Science, and Technology Initiative (AMSTI) on middle school students' scores in mathematics and science./
Author:	Ramey, Toni Boyd.
Description:	161 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0821.
Contained By:	Dissertation Abstracts International71-03A.
Subject:	Education, Mathematics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3396126
ISBN:	9781109644760

The effect of the Alabama Mathematics, Science, and Technology Initiative (AMSTI) on middle school students' scores in mathematics and science.
Ramey, Toni Boyd.

The effect of the Alabama Mathematics, Science, and Technology Initiative (AMSTI) on middle school students' scores in mathematics and science. - 161 p.

Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0821.

Thesis (Ph.D.)--The University of Southern Mississippi, 2009.

The purpose of this study was to determine whether the application of the Alabama Mathematics, Science, and Technology Initiative (AMSTI) program in middle schools reduced the gaps found between students' CRT scores; specifically, did the gaps found in the CRT scores within the respective subgroups race, gender, SES, and special/regular education narrow? The subject areas considered by this study were mathematics and science. Student-level data were collected and examined for longitudinal changes over a three year period in which the AMSTI program was implemented at two participating public middle schools. The dependent variables used were mathematics and science CRT scores of 6th through 8th grade students. Three repeated measures MANCOVAs and one MANOVA were conducted in order to examine possible longitudinal changes in the mathematics and science scores of the student population as well as for changes in the gaps between the demographic groups of students within the subgroups. Significant decreases were found in the differences between the respective subgroups in the variables of SES and special education. The reductions were attributed to both mathematics and science. A significant reduction in the gap found between races was found, but could not be attributed to either mathematics or science. Gender was the only subgroup in which no significant change was found.

ISBN: 9781109644760Subjects--Topical Terms:

1017588
Education, Mathematics.

The effect of the Alabama Mathematics, Science, and Technology Initiative (AMSTI) on middle school students' scores in mathematics and science.
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100 1 $a Ramey, Toni Boyd. $3 1678044
245 1 4 $a The effect of the Alabama Mathematics, Science, and Technology Initiative (AMSTI) on middle school students' scores in mathematics and science.
300 $a 161 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0821.
500 $a Adviser: Thelma J. Robertson.
502 $a Thesis (Ph.D.)--The University of Southern Mississippi, 2009.
520 $a The purpose of this study was to determine whether the application of the Alabama Mathematics, Science, and Technology Initiative (AMSTI) program in middle schools reduced the gaps found between students' CRT scores; specifically, did the gaps found in the CRT scores within the respective subgroups race, gender, SES, and special/regular education narrow? The subject areas considered by this study were mathematics and science. Student-level data were collected and examined for longitudinal changes over a three year period in which the AMSTI program was implemented at two participating public middle schools. The dependent variables used were mathematics and science CRT scores of 6th through 8th grade students. Three repeated measures MANCOVAs and one MANOVA were conducted in order to examine possible longitudinal changes in the mathematics and science scores of the student population as well as for changes in the gaps between the demographic groups of students within the subgroups. Significant decreases were found in the differences between the respective subgroups in the variables of SES and special education. The reductions were attributed to both mathematics and science. A significant reduction in the gap found between races was found, but could not be attributed to either mathematics or science. Gender was the only subgroup in which no significant change was found.
520 $a Additionally, a questionnaire was administered to teachers in four public middle schools in which AMSTI had been implemented. ANOVAs were used to examine the responses to determine how teacher training in AMSTI materials and techniques affected reported teacher attitude and frequency of usage of inquiry-based lessons. When the responses of teachers with less than one year of AMSTI training were compared to those teachers with more than one year of training, no significant change in teachers' reported attitudes toward inquiry lessons or the frequency of usage of inquiry lessons was found.
590 $a School code: 0211.
650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Middle School. $3 1030813
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Curriculum and Instruction. $3 576301
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710 2 $a The University of Southern Mississippi. $3 1018511
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790 1 0 $a Robertson, Thelma J., $e advisor
790 $a 0211
791 $a Ph.D.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3396126