The Resource Impact of Mathematics Content Course Sequence on CBASE and Praxis II Scores of Elementary Teacher Candidates, by Kathleen Anne Roy
Impact of Mathematics Content Course Sequence on CBASE and Praxis II Scores of Elementary Teacher Candidates, by Kathleen Anne Roy
Resource Information
The item Impact of Mathematics Content Course Sequence on CBASE and Praxis II Scores of Elementary Teacher Candidates, by Kathleen Anne Roy represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of MissouriSt. Louis Libraries.This item is available to borrow from all library branches.
Resource Information
The item Impact of Mathematics Content Course Sequence on CBASE and Praxis II Scores of Elementary Teacher Candidates, by Kathleen Anne Roy represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of MissouriSt. Louis Libraries.
This item is available to borrow from all library branches.
 Summary
 The focus of this study was to investigate the impact of the number of developmental mathematics courses and the level of algebraic integration of general education mathematics courses have on elementary teacher candidates' performance on the CBASE and Elementary Praxis II: Curriculum, Instruction & Assessment. Course work and standardized achievement test performance of 104 elementary teacher candidates at a midsize university located in the state of Missouri from 2001 to 2011 were analyzed. The files of 104 teacher candidates had the mathematics scores for the CBASE and the overall scores for the Elementary Praxis II; 65 of the files contained the mathematics score for the Elementary Praxis II. Nonequivalent groups were formed by using the number of developmental mathematics courses completed, then using the level of algebraic integration in the general education mathematics course completed and, lastly, using the two combined. Developmental mathematics course work had categories of: (1) None, (2) Intermediate Algebra Only and (3) Introductory/Intermediate Algebra Sequence. General education mathematics course work had categories of: (1) Course Emphasized Algebra and (2) Course Deemphasized Algebra. A twoway MANOVA was used to investigate the interaction of the factors of developmental mathematics course work and general education mathematics course work on the dependent variables of mathematics scores on CBASE and overall scores on Elementary Praxis II. Furthermore, two separate followup analyses using ANOVA on each of the dependent variables were performed. In addition, a twoway ANOVA was performed to investigate the interaction of the two factors on the dependent variable of mathematics score on Elementary Praxis II. The results of the present study found no significant differences in the mathematics scores on CBASE, the overall score of the Elementary Praxis II or the mathematics score of the Elementary Praxis II among the groups formed using the developmental and general education mathematics courses completed. As a result, the teacher candidates who entered college with deficiencies in mathematics or completed a general education mathematics course that deemphasized algebra proved to not be at a disadvantage for passing the tests needed for obtaining teaching credentials in Missouri based on the available data information
 Language
 eng
 Extent
 1 online resource (106 pages)
 Note

 "A dissertation in Curriculum and Instruction and Mathematics."
 Advisor: Rita H. Barger
 Vita
 Contents

 Introduction
 Review of the related literature
 Research design and methodology
 Results
 Discussion
 Label
 Impact of Mathematics Content Course Sequence on CBASE and Praxis II Scores of Elementary Teacher Candidates
 Title
 Impact of Mathematics Content Course Sequence on CBASE and Praxis II Scores of Elementary Teacher Candidates
 Statement of responsibility
 by Kathleen Anne Roy
 Language
 eng
 Summary
 The focus of this study was to investigate the impact of the number of developmental mathematics courses and the level of algebraic integration of general education mathematics courses have on elementary teacher candidates' performance on the CBASE and Elementary Praxis II: Curriculum, Instruction & Assessment. Course work and standardized achievement test performance of 104 elementary teacher candidates at a midsize university located in the state of Missouri from 2001 to 2011 were analyzed. The files of 104 teacher candidates had the mathematics scores for the CBASE and the overall scores for the Elementary Praxis II; 65 of the files contained the mathematics score for the Elementary Praxis II. Nonequivalent groups were formed by using the number of developmental mathematics courses completed, then using the level of algebraic integration in the general education mathematics course completed and, lastly, using the two combined. Developmental mathematics course work had categories of: (1) None, (2) Intermediate Algebra Only and (3) Introductory/Intermediate Algebra Sequence. General education mathematics course work had categories of: (1) Course Emphasized Algebra and (2) Course Deemphasized Algebra. A twoway MANOVA was used to investigate the interaction of the factors of developmental mathematics course work and general education mathematics course work on the dependent variables of mathematics scores on CBASE and overall scores on Elementary Praxis II. Furthermore, two separate followup analyses using ANOVA on each of the dependent variables were performed. In addition, a twoway ANOVA was performed to investigate the interaction of the two factors on the dependent variable of mathematics score on Elementary Praxis II. The results of the present study found no significant differences in the mathematics scores on CBASE, the overall score of the Elementary Praxis II or the mathematics score of the Elementary Praxis II among the groups formed using the developmental and general education mathematics courses completed. As a result, the teacher candidates who entered college with deficiencies in mathematics or completed a general education mathematics course that deemphasized algebra proved to not be at a disadvantage for passing the tests needed for obtaining teaching credentials in Missouri based on the available data information
 Cataloging source
 UMK
 http://library.link/vocab/creatorDate
 1968
 http://library.link/vocab/creatorName
 Roy, Kathleen Anne
 Degree
 Ph.D.
 Dissertation note
 (School of Education and Department of Mathematics & Statistics).
 Dissertation year
 2014.
 Granting institution
 University of MissouriKansas City,
 Index
 no index present
 Literary form
 non fiction
 Nature of contents

 dictionaries
 bibliography
 theses
 http://library.link/vocab/relatedWorkOrContributorName
 Barger, Rita
 http://library.link/vocab/subjectName

 Elementary school teachers
 Elementary school teachers
 Mathematics
 Label
 Impact of Mathematics Content Course Sequence on CBASE and Praxis II Scores of Elementary Teacher Candidates, by Kathleen Anne Roy
 Note

 "A dissertation in Curriculum and Instruction and Mathematics."
 Advisor: Rita H. Barger
 Vita
 Antecedent source
 not applicable
 Bibliography note
 Includes bibliographical references (pages 96104)
 Carrier category
 online resource
 Carrier category code

 cr
 Carrier MARC source
 rdacarrier.
 Color
 black and white
 Content category
 text
 Content type code

 txt
 Content type MARC source
 rdacontent.
 Contents
 Introduction  Review of the related literature  Research design and methodology  Results  Discussion
 Control code
 910885302
 Dimensions
 unknown
 Extent
 1 online resource (106 pages)
 File format
 one file format
 Form of item
 online
 Level of compression
 mixed
 Media category
 computer
 Media MARC source
 rdamedia.
 Media type code

 c
 Quality assurance targets
 not applicable
 Specific material designation
 remote
 System control number
 (OCoLC)910885302
 System details

 The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
 Mode of access: World Wide Web
 Label
 Impact of Mathematics Content Course Sequence on CBASE and Praxis II Scores of Elementary Teacher Candidates, by Kathleen Anne Roy
 Note

 "A dissertation in Curriculum and Instruction and Mathematics."
 Advisor: Rita H. Barger
 Vita
 Antecedent source
 not applicable
 Bibliography note
 Includes bibliographical references (pages 96104)
 Carrier category
 online resource
 Carrier category code

 cr
 Carrier MARC source
 rdacarrier.
 Color
 black and white
 Content category
 text
 Content type code

 txt
 Content type MARC source
 rdacontent.
 Contents
 Introduction  Review of the related literature  Research design and methodology  Results  Discussion
 Control code
 910885302
 Dimensions
 unknown
 Extent
 1 online resource (106 pages)
 File format
 one file format
 Form of item
 online
 Level of compression
 mixed
 Media category
 computer
 Media MARC source
 rdamedia.
 Media type code

 c
 Quality assurance targets
 not applicable
 Specific material designation
 remote
 System control number
 (OCoLC)910885302
 System details

 The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
 Mode of access: World Wide Web
Library Locations

St. Louis Mercantile LibraryBorrow it1 University Blvd, St. Louis, MO, 63121, US38.710138 90.311107


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