A Study of Mathematics and Science Achievement Scores among African American Students and the Impact of Teacher-Oriented Variables on Them through the Educational Longitudinal Study, 2002 (ELS: 2002) Data

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Autor/in	Walker, Valentine
Titel	A Study of Mathematics and Science Achievement Scores among African American Students and the Impact of Teacher-Oriented Variables on Them through the Educational Longitudinal Study, 2002 (ELS: 2002) Data
Quelle	(2011), (210 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Illinois State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2672-1354-9
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Mathematics Achievement; Science Achievement; Computer Uses in Education; Student Attitudes; Teaching Methods; African American Students; Statistical Analysis; Racial Differences; Teacher Characteristics; Parent Background; Correlation; Teacher Student Relationship; Classroom Environment; Longitudinal Studies; Comparative Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Computernutzung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Statistische Analyse; Rassenunterschied; Elternhaus; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	The purpose of this dissertation was to utilize the ELS: 2002 longitudinal data to highlight the achievement of African American students relative to other racial sub-groups in mathematics and science and to highlight teacher oriented variables that might influence their achievement. Various statistical tools, including descriptive statistics, ANOVA, Multiple Regression were used to analyze data that was derived from the students', teachers' and administrations' questionnaires compiled in the base year of the study (2002) as well as the first follow-up transcript study (2006). The major findings are as follows: African American students performed lower than all other major racial subgroups in mathematics and science; Parental variables including SES and parental education were strong correlates of achievement in mathematics and science: The amount and type of mathematics and science courses students took were strong predictors of achievement in mathematics and science; Teachers' race, experience, certification status, graduate courses completed and professional development influenced African American students' achievement in mathematics and science; Aspects of classroom climate including teacher-pupil relationship, classroom management, students' perception of quality instructions, praise and rewards system might influence African American students' achievement in mathematics and science; Teachers' beliefs pertaining to students' background and intellectual ability might influence their educational expectation of African American students and subsequently student achievement in mathematics and science; Teaching strategies such as reviewing, lecturing and using graphing calculators had a positive influence on mathematics achievement while using computers, discussion and using other books than mathematics textbooks had negative influences on mathematics achievement; Computer use in science had positive influence on science achievement while homework had a positive influence on mathematics and science achievement among African American students. The application of these findings in settings populated with African American students might be important in increasing mathematics and science achievement among them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10