Coverart for item
The Resource Teaching practices and student achievement : report of first-year findings from the "Mosaic" study of systemic initiatives in mathematics and science, Stephen Klein [and others]

Teaching practices and student achievement : report of first-year findings from the "Mosaic" study of systemic initiatives in mathematics and science, Stephen Klein [and others]

Label
Teaching practices and student achievement : report of first-year findings from the "Mosaic" study of systemic initiatives in mathematics and science
Title
Teaching practices and student achievement
Title remainder
report of first-year findings from the "Mosaic" study of systemic initiatives in mathematics and science
Statement of responsibility
Stephen Klein [and others]
Title variation
Report of first-year findings from the "Mosaic" study of systemic initiatives in mathematics and science
Contributor
Subject
Language
eng
Summary
  • In our increasingly technological society, improving students' performance in mathematics and science has become a critical challenge. During the 1990s, the National Science Foundation funded a series of Systemic Initiatives designed to change the way these subjects are being taught in schools throughout the country. These initiatives sought to align all aspects of the educational system in support of ambitious curriculum and performance standards, with particular emphasis on teacher training and professional development to promote effective changes in instructional practice. States, urban school districts, and consortia designed programs to implement reforms that were consistent with NSF's goals, and in 1996, RAND undertook a study to investigate the relationships between student achievement in mathematics and science and the use of these new instructional practices. The authors examined six sites that were implementing systemic reforms during the 1996-97 school year, and a similar set of sites during the 1997-98 school year. This report presents the results of theiranalysis of data from the first year of the study. The findings provide some (albeit weak) support for the hypothesis that the reform instructional practices are associated with improved student achievement in both mathematics and science. However, as with most large-scale field studies, there are many factors that may have artificially increased or
  • Decreased the observed effect sizes. Nevertheless, the consistency of the results across sites is encouraging. Data from the second year of the study will provide additional evidence to aid in the interpretation of these findings
  • In our increasingly technological society, improving students' performance in mathematics and science has become a critical challenge. During the 1990s, the National Science Foundation funded a series of Systemic Initiatives designed to change the way these subjects are being taught in schools throughout the country. These initiatives sought to align all aspects of the educational system in support of ambitious curriculum and performance standards, with particular emphasis on teacher training and professional development to promote effective changes in instructional practice. States, urban school districts, and consortia designed programs to implement reforms that were consistent with NSF's goals, and in 1996, RAND undertook a study to investigate the relationships between student achievement in mathematics and science and the use of these new instructional practices. The authors examined six sites that were implementing systemic reforms during the 1996-97 school year, and a similar set of sites during the 1997-98 school year. This report presents the results of theiranalysis of data from the first year of the study. The findings provide some (albeit weak) support for the hypothesis that the reform instructional practices are associated with improved student achievement in both mathematics and science. However, as with most large-scale field studies, there are many factors that may have artificially increased or decreased the observed effect sizes. Nevertheless, the consistency of the results across sites is encouraging. Data from the second year of the study will provide additional evidence to aid in the interpretation of these findings
  • "States, urban school districts, and consortia designed programs to implement reforms that were consistent with NSF's goals, and in 1996, RAND undertook a study to investigate the relationships between student achievement in mathematics and science and the use of these new instructional practices. We examined six sites that were implementing systemic reforms during the 1996-97 school year, and a similar set of sites during the 1997-98 school year. This report presents the results of our analysis of data from the first year of the study." "Our findings provide some (albeit weak) support for the hypothesis that the reform instructional practices are associated with improved student achievement in both mathematics and science. However, as with most large-scale field studies, there are many factors that may have artifically increased or decreased the observed effect sizes. Nevertheless, the consistency of the results across sites is encouraging. Data from the second year of the study will provide additional evidence to aid in the interpretation of these findings."--BOOK JACKET
Cataloging source
JNA
Dewey number
371.102
Illustrations
illustrations
Index
no index present
LC call number
LB1025.3
LC item number
.T4365 2000
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/relatedWorkOrContributorDate
1938-
http://library.link/vocab/relatedWorkOrContributorName
  • Klein, Stephen P.
  • Rand Education (Institute)
http://library.link/vocab/subjectName
  • Effective teaching
  • Educational change
  • Academic achievement
  • Mathematics
  • Science
Label
Teaching practices and student achievement : report of first-year findings from the "Mosaic" study of systemic initiatives in mathematics and science, Stephen Klein [and others]
Instantiates
Publication
Note
"MR-1233-EDU "-- P. [4] of cover
Bibliography note
Includes bibliographical references (pages 81-84)
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
Chapter One -- Introduction -- The Systemic Initiatives Program -- Earlier Evaluations of Systemic Initiatives -- Evidence of Relationships Between Teaching Practices and Achievement -- Measuring Student Achievement -- Overview of the Mosaic Project -- Chapter Two -- Methods -- Site Selection -- School, Subject, and Grade-Level Selection -- Data Collection -- Student Achievement Data -- Teacher Questionnaires -- Demographic Data -- Participation Rates -- Analysis -- Chapter Three -- First-Year Results -- Distributions of Teaching Practices -- Relationships between Teaching Practices and Student Achievement -- Alternative Formulations for Site Models -- Differences Between Test Formats -- Study Limitations -- Chapter Four -- Discussion -- Summary of Year 1 Findings -- Plans for Future Data Collection and Analysis
Control code
45111613
Dimensions
24 cm
Extent
xix, 84 pages
Isbn
9780833028792
Lccn
2001274621
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Other physical details
illustrations
System control number
(OCoLC)45111613
Label
Teaching practices and student achievement : report of first-year findings from the "Mosaic" study of systemic initiatives in mathematics and science, Stephen Klein [and others]
Publication
Note
"MR-1233-EDU "-- P. [4] of cover
Bibliography note
Includes bibliographical references (pages 81-84)
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
Chapter One -- Introduction -- The Systemic Initiatives Program -- Earlier Evaluations of Systemic Initiatives -- Evidence of Relationships Between Teaching Practices and Achievement -- Measuring Student Achievement -- Overview of the Mosaic Project -- Chapter Two -- Methods -- Site Selection -- School, Subject, and Grade-Level Selection -- Data Collection -- Student Achievement Data -- Teacher Questionnaires -- Demographic Data -- Participation Rates -- Analysis -- Chapter Three -- First-Year Results -- Distributions of Teaching Practices -- Relationships between Teaching Practices and Student Achievement -- Alternative Formulations for Site Models -- Differences Between Test Formats -- Study Limitations -- Chapter Four -- Discussion -- Summary of Year 1 Findings -- Plans for Future Data Collection and Analysis
Control code
45111613
Dimensions
24 cm
Extent
xix, 84 pages
Isbn
9780833028792
Lccn
2001274621
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Other physical details
illustrations
System control number
(OCoLC)45111613

Library Locations

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      1 University Blvd, St. Louis, MO, 63121, US
      38.710138 -90.311107
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