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Reflective assessment and mathematic...

Edwards, Thomas Garner.

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Reflective assessment and mathematics achievement by secondary at-risk students in an alternative secondary school setting.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Reflective assessment and mathematics achievement by secondary at-risk students in an alternative secondary school setting./
作者:	Edwards, Thomas Garner.
面頁冊數:	176 p.
附註:	Adviser: Arthur Ellis.
Contained By:	Dissertation Abstracts International68-12A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3293272
ISBN:	9780549372073

Reflective assessment and mathematics achievement by secondary at-risk students in an alternative secondary school setting.
Edwards, Thomas Garner.

Reflective assessment and mathematics achievement by secondary at-risk students in an alternative secondary school setting. - 176 p.

Adviser: Arthur Ellis.

Thesis (Ed.D.)--Seattle Pacific University, 2008.

In an era of high stakes testing and failing results of student mathematics achievement, this study was designed to examine if additional reflective practices scheduled at the end of lessons would influence learning of mathematics in an alternative high school setting with 10th graders studying to pass the Washington State test (WASL) in mathematics. At the inception of the study, the alternative high school teachers already used extensive reflective practices, but not in a prescribed manner as was designed by the study.

ISBN: 9780549372073Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Reflective assessment and mathematics achievement by secondary at-risk students in an alternative secondary school setting.
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245 1 0 $a Reflective assessment and mathematics achievement by secondary at-risk students in an alternative secondary school setting.
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500 $a Source: Dissertation Abstracts International, Volume: 68-12, Section: A, page: 4961.
502 $a Thesis (Ed.D.)--Seattle Pacific University, 2008.
520 $a In an era of high stakes testing and failing results of student mathematics achievement, this study was designed to examine if additional reflective practices scheduled at the end of lessons would influence learning of mathematics in an alternative high school setting with 10th graders studying to pass the Washington State test (WASL) in mathematics. At the inception of the study, the alternative high school teachers already used extensive reflective practices, but not in a prescribed manner as was designed by the study.
520 $a Reflective practices have been used to improve student learning in a number of studies, including: PASS Theory, reciprocal teaching, peer interactions, off-line metacognition, peer modeling, teaching of metacognitive strategies related to real world mathematics, and metacognitive strategies relying on mastery.
520 $a The design of the present study measured improvement in mathematics by gender and by reflective interventions. Results showed all students in all groups improved understanding of mathematics, however, no statistical significance between groups was found. Females in the group using written reflective assessments showed the greatest gains, and males using written reflective assessments improved the least. Alternative students were found to be at greater risk than traditional students, yet they had the district's highest percentage of students passing the 10th grade mathematics WASL.
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