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Mathematics achievement gap: Suburba...

Sampson, Randall G.

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Mathematics achievement gap: Suburban students' perceptions of teaching and learning.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Mathematics achievement gap: Suburban students' perceptions of teaching and learning./
作者:	Sampson, Randall G.
面頁冊數:	172 p.
附註:	Advisers: Carolyn Rogers; James Wold.
Contained By:	Dissertation Abstracts International67-12A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3244341

Mathematics achievement gap: Suburban students' perceptions of teaching and learning.
Sampson, Randall G.

Mathematics achievement gap: Suburban students' perceptions of teaching and learning. - 172 p.

Advisers: Carolyn Rogers; James Wold.

Thesis (Ph.D.)--Capella University, 2007.

An academic achievement gap exists between Caucasian students and African American students in the United States high school educational system. The current academic achievement gap as measured by local, state and national standardized assessments illuminates the academic achievement disparity between African American and Caucasian students. Standardized assessments provide schools, teachers and students with an opportunity to identify academic achievement gaps; it is seldom that standardized assessments identify the variables that continue to enhance the achievement gap. The achievement gap has been the focus of many researchers; including Harvard University researcher and the originator of the Tripod Project, Ronald F. Ferguson. The Tripod Project surveys elementary and secondary students in order to measure the students' perceptions of their learning environment as it pertains to the achievement gap variables of content, pedagogy and relationship. The purpose of the study was to analyze the mathematics academic achievement of 10th-grade students at one Columbus, Ohio, suburban school as measured by the standardized Ohio Graduation Test (OGT) assessment, and as measured by the Tripod survey assessments of students' perceptions of their 10th-grade mathematics course.Subjects--Topical Terms:

1017673
Black Studies.

Mathematics achievement gap: Suburban students' perceptions of teaching and learning.
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520 $a An academic achievement gap exists between Caucasian students and African American students in the United States high school educational system. The current academic achievement gap as measured by local, state and national standardized assessments illuminates the academic achievement disparity between African American and Caucasian students. Standardized assessments provide schools, teachers and students with an opportunity to identify academic achievement gaps; it is seldom that standardized assessments identify the variables that continue to enhance the achievement gap. The achievement gap has been the focus of many researchers; including Harvard University researcher and the originator of the Tripod Project, Ronald F. Ferguson. The Tripod Project surveys elementary and secondary students in order to measure the students' perceptions of their learning environment as it pertains to the achievement gap variables of content, pedagogy and relationship. The purpose of the study was to analyze the mathematics academic achievement of 10th-grade students at one Columbus, Ohio, suburban school as measured by the standardized Ohio Graduation Test (OGT) assessment, and as measured by the Tripod survey assessments of students' perceptions of their 10th-grade mathematics course.
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