Ethnic Matching, School Placement, and Mathematics Achievement of African American Students From Kindergarten Through Fifth Grade
Ethnic Matching, School Placement, and Mathematics Achievement of African American Students From Kindergarten Through Fifth Grade
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从幼儿园到五年级非裔美国学生的种族匹配、学校安置和数学成绩
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Donald Easton
中科院分区：
文献类型：
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作者：
Colleen M. Eddy;Donald Easton
教育工作者、管理者和政策制定者非常关注缩小成绩差距，并提出了各种方法。本研究的重点是一种方法被建议：学生-教师种族匹配。这项研究的重点是非洲裔美国人种族匹配的长期贡献的数学测试成绩的1,200名非洲裔美国学生从早期儿童纵向100%的数据集。采用两个层次的增长模型，这项研究的影响，从学生和教师的种族匹配显示，一个学生有至少一个老师谁种族匹配自己之间的幼儿园和五年级的数学成绩有显着的影响。
Educators, administrators, and policymakers focus much attention on closing the achievement gap, and various approaches have been suggested. The present study focuses on one approach being suggested: student–teacher ethnic matching. The study focused on the long-term contributions of African American ethnic matching to mathematical test scores of 1,200 African American students from the Early Childhood Longitudinal Kindergarten—fifth data set. Employing a two-level growth model, this study of impact from student–teacher ethnic matching revealed that a student having at least one teacher who ethnically matched themselves between kindergarten and fifth grade had a significant impact on mathematics achievement.
潜在阶段顺序过程中的过渡建模：物质使用预防示例。
影响因子：
5.9
作者：
Graham,JW;Collins,LM;Wugalter,SE;Chung,NK;Hansen,WB
通讯作者：
Hansen,WB