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Goodson-Espy, Tracy; Cifarelli, Victor V.; Pugalee, David; Lynch-Davis, Kathleen; Morge, Shelby; Salinas, Tracie – School Science and Mathematics, 2014

This study explored how mathematics content and methods courses for preservice elementary and middle school teachers could be improved through the integration of a set of instructional materials based on the National Assessment of Educational Progress (NAEP). A set of eight instructional modules was developed and tested. The study involved 7…

Descriptors: Methods Courses, Course Content, Mathematics Education, Program Improvement

Kloosterman, Peter – School Science and Mathematics, 2014

The Long-Term Trend (LTT) mathematics assessment of the National Assessment of Educational Progress (NAEP) used the same set of items from 1982 through 2004, including 20 items that were administered to 9-and 13-year-olds, 29 items that were administered to 13-and 17-year-olds, and 4 items that were administered at all three ages. This study used…

Descriptors: Mathematics Skills, Educational Assessment, Adolescents, Preadolescents

Ali, Mohamed Moustafa; Yager, Robert; Hacieminoglu, Esme; Caliskan, Ilke – School Science and Mathematics, 2013

This study focuses on two main issues concerning changes in student attitudes toward science study and their perceptions of its usefulness in their lives. Information has been gathered concerning how student attitudes toward science have changed for teachers and schools not involved with any funded professional development project. Pretesting and…

Descriptors: Student Attitudes, Scientific Attitudes, Teaching Experience, Faculty Development

Romance, Nancy R.; Vitale, Michael R. – School Science and Mathematics, 2012

Addressed is the current practice in educational reform of reducing time for science instruction in favor of traditional reading/language arts instruction. In contrast, presented is an evidence-based rationale for increasing instructional time for K-5 science instruction as an educational reform initiative. Overviewed are consensus…

Descriptors: Academic Achievement, Teaching Methods, Educational Change, Reading Comprehension

Peer reviewed

Lindquist, Mary M. – School Science and Mathematics, 2001

Examines the interaction of large-scale mathematics assessments and standards efforts in the United States. Considers standards developed by the National Council of Teachers of Mathematics (NCTM), the National Assessment of Educational Progress (NAEP), and the Third International Mathematics and Science Study (TIMSS). (Author/MM)

Descriptors: Academic Standards, Elementary Secondary Education, Evaluation, Mathematics Education

Peer reviewed

Carpenter, Thomas P.; And Others – School Science and Mathematics, 1982

National assessment data on student performance in several phases of algebra are reported. It is noted that this performance has not reached the point of mastery even for most students with two years of algebra and a year of geometry. However, the data are not thought to suggest complete failure. (MP)

Descriptors: Academic Achievement, Achievement, Algebra, Educational Assessment

Peer reviewed

Reys, Robert E. – School Science and Mathematics, 1978

This discussion of the results from the probability questions of the National Assessment of Educational Progress (NAEP) identifies probability as an area of serious concern. (MP) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

Descriptors: Curriculum, Elementary Secondary Education, Instruction, Knowledge Level

Peer reviewed

Olson, Melfried – School Science and Mathematics, 1977

Eighteen computational skill exercises from the National Assessment of Educational Progress (NAEP) were given to 117 prospective elementary teachers. The percentage of subjects answering each item correctly is compared with NAEP's findings for 13-, 17-, and 26-35-year-olds. (CP) Aspect of National Assessment (NAEP) dealt with in this document:…

Descriptors: Achievement, Computation, Educational Research, Elementary School Mathematics