Improving mathematics and science education a longitudinal investigation of the relationship between reform-oriented instruction and student achievement
The term reform-oriented teaching describes a collection of instructional practices that are designed to engage students as active participants in their own learning and to enhance the development of complex cognitive skills and processes. This monograph presents the findings of a multiyear National...
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| Format: | eBook |
| Language: | Inglés |
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Santa Monica, CA :
RAND
c2006.
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| Edition: | 1st ed |
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| See on Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009426458506719 |
Table of Contents:
- Cover; Preface; Contents; Figures; Tables; Summary; Acknowledgments; Abbreviations; Chapter One - Introduction; Background: Reform-Oriented Instruction in Mathematics and Science; Focus of the Mosaic II Study; Research Questions; Importance of the Study; Organization of This Monograph; Chapter Two - Sample Selection and Data Collection; Site, School, and Grade-Level Selection; Data Collection: Student-Achievement Data; Data Collection: Teacher Background and Classroom Practice Data; Chapter Three - Measures of Teaching Practices; Measures Derived from Surveys and Logs
- Measures Derived from Observations Vignette-Based Measures; Chapter Four - Relationships Between Reform-Oriented Instruction and Student Achievement in Mathematics and Science; Variance in Student-Achievement Scores; A Statistical Model to Examine the Relationships Between Student Achievement, Reform Instruction, and Other Factors; Relationships Between Teacher-Level Variables and Student Achievement; Explaining the Empirical Results with Teacher Interviews; Model Limitations; Summary of Findings; Chapter Five - Implications; Explaining Weak Relationships
- Implementing Reform-Oriented Instruction: Where to Go from Here Appendixes; References
