Examining the Impact of a Standards-Based Program on Student Performance

检查基于标准的计划对学生表现的影响

• 批准号: 0087511
• 负责人: Thomas Romberg
• 金额: $ 52.42万
• 依托单位: University of Wisconsin-Madison
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2001
• 资助国家: 美国
• 起止时间: 2001-01-01 至 2003-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0087511&HistoricalAwards=false
• 关键词: Examining; Impact; Standards; Based; Program

The purpose of this proposal is to request funds to examine in depth data collected during the past three school years (1997 - 2000) for the "Longitudinal/Cross-Sectional Study of the Impact of 'Mathematics in Context' on Student Performance," funded by the National Science Foundation. This study is an example of a research study on student learning of mathematics in complex educational contexts. The research model for the study is a structural model for monitoring changes in school mathematics designed to capture the impact that the dynamic, complex interaction of social context for learning, curricular content and materials, classroom experiments, and pupil motiviation have on student performance and further pursuit of mathematics. The mo9del is composed of 14 variables and their theoretical interrelationships. The study also featured a nonequivalent control-group, quasi-experimental design. about 80% of the students and teachers used "Mathematics in Context"; the remaining 20% of the students used conventional curricla already available in the schools. The longitudinal parat of the study involves tracking the performance of the three cohorts of students over the three years of study, and the cross-sectional part includes three cross-grade comparisons by year and three cross-year comparisons by grade. Information from teachers, administrators, and students in grades 5, 6, 7, and 8 in four school districts has been collected and is now being entered into a database. The analyses will be directed toward both the longitudinal and cross-sectional comparisions an dtoward a set of questions about the implementation of standards-based programs, such as: "Do students continue to develop number skills in sucha a program?" or "Are such programs effectivie with students with differing backgrounds?" or "Do teachers change their pedagogy when presenting content in non-traditional ways?" To make the comparisons and to answer such questions the analyses will include exploratory descriptions of information related to each variable in the model, linear regression for a simplified model, structural equations to estimate path coefficients in the complete model, and a series of sub-studies examine in depth some patterns of relationships in the data. Finally, based on these analyses a series of reports are palnned. Currently a set of technical reports are being written on the creation of the data consturction instruments, the indicies for each variable, and the raw data that has been collected. Funds in this proposal would make it possible to report on the cross-sectional and longitudinal findings and our answers to the set of questions about the "Mathematics in Context" (National Center for Research in Mathematical Sciences Education & Freudenthal Institute, 1997-98).

这项建议的目的，是要求拨款，深入研究在过去三个学年（1997 - 2000年）收集的数据，以供国家科学基金会资助的“”情境中的数学“对学生表现的影响的纵向/横向研究”使用。 这项研究是一个研究性研究的学生在复杂的教育背景下学习数学的一个例子。 该研究的研究模型是一个结构模型，用于监测学校数学的变化，旨在捕捉动态的，复杂的社会环境的相互作用，学习，课程内容和材料，课堂实验，学生动机对学生的表现和进一步追求数学的影响。 该模型由14个变量及其理论相互关系组成。 该研究还采用了非等效对照组、准实验设计。 大约80%的学生和教师使用“情境中的数学”;其余20%的学生使用学校已有的传统课程。 研究的纵向部分包括跟踪三个学生群体在三年学习中的表现，横向部分包括三个跨年级比较和三个跨年级比较。 已经收集了四个学区五、六、七和八年级教师、行政人员和学生的信息，目前正在输入数据库。 这些分析将针对纵向和横向比较，并针对一组关于实施基于标准的课程的问题，例如：“学生在这样的苏查课程中继续发展数字技能吗？或者“这样的课程对不同背景的学生有效吗？或者“教师在用非传统的方式呈现内容时是否改变了他们的教学方法？为了进行比较并回答这些问题，分析将包括对模型中每个变量相关信息的探索性描述，简化模型的线性回归，估计完整模型中路径系数的结构方程，以及一系列深入研究数据中某些关系模式的子研究。 最后，在此基础上，设计了一系列的报告。 目前正在编写一套技术报告，内容涉及数据编制工具的建立、每个变量的指数以及收集到的原始数据。 本提案中的资金将使我们能够报告横向和纵向调查结果以及我们对“背景中的数学”问题的回答（国家数学科学教育研究中心，弗赖登塔尔研究所，1997-98年）。