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作者 Cummins-Colburn, Bobbe Jo L
書名 Differences between state-adopted textbooks and student outcomes on the Texas Assessment of Knowledge and Skills examination
國際標準書號 9780549090090
book jacket
說明 168 p
附註 Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2299
Adviser: Frank Gomez
Thesis (Ph.D.)--Touro University International, 2007
This study examined whether a particular state adopted textbook used for instruction in the classroom produced different outcomes on the Texas state standardized examination, Texas Assessment of Knowledge and Skills (TAKS), for grade three mathematics. The study used the Texas Education Association (TEA) secondary database and examined variables such as ethnicity, gender, SES, region, migrant, special education, and At-Risk for students by campus. There are eight textbooks adopted by the State of Texas for instruction in third grade mathematics classrooms. This study found that the mean percentage difference in TAKS scores by textbooks could vai), as much as 3.5% (p < .05). The textbook which had the strongest positive effect on TAKS scores was Scott Foresman (B = 2.29, p < .001). The mean percentage scores for textbooks also varied by ethnicities. Blacks varied by as much as 9.64 percent (p < .001) depending on the textbook selected for instruction. The mean percentage score between textbooks varied by as much as 5.87 percent for females, 7.48 mean percentage points for Title 1 students, and 12.52 mean percentage points for special education students depending on the textbook selected for instruction. Similarly, ESL students varied as much as 12.97 mean percentage points on the TAKS examinations by textbook and At-Risk students varied by as much as 3.52 mean percentage points depending on the textbook used for instruction
Overall, the lowest performing textbook selected for instruction was Math Advantage (M 79.12, SD = 14.58), which is used in 38.1% of all third grade mathematics campuses in Texas. There was a significant difference in TAKS scores between Math Advantage and Scott Foresman , (M = 82.62, SD = 13.69), p < .001, which was the overall highest performing textbook and was used by 16.6% of all campuses in this study
School code: 1421
DDC
Host Item Dissertation Abstracts International 68-06A
主題 Education, Mathematics
Education, Tests and Measurements
Education, Curriculum and Instruction
0280
0288
0727
Alt Author Touro University International
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