Teacher Instruction, Student Attitudes, and Mathematics Performance among 10th and 12th Grade Black and Hispanic Students.

摘要: Teacher Instruction, Student Attitudes, and Mathematics Performance Among 10th 12th Grade Black Hispanic Students* Using data from the first second NELS: 88 follow-up studies, this study examined differential impact of reform traditional types instruction on mathematics performance attitudes grade students. Findings sampled group showed that students receiving had a significantly higher achievement score than instruction. Also, with better toward those poorer towards mathematics. In addition, good in achieved scores grade. Practical implications, suggestions for future research, implications Talent Development Secondary School Project are discussed. area mathematics, several studies have shown instruction, especially at high school level, remains overwhelmingly teacher-centered, greater emphasis being placed lecturing textbooks helping to think critically across subject areas applying their knowledge real-world situations (Cobb, Wood, Yackel, & McNeal, 1992; Cohen, McLaughlin, Talbert, 1993; Ladson-Billings, 1997). This research suggests need adopt some more recent reform-based instructional strategies, along practices been overlooked underutilized classrooms (National Council Teachers Mathematics, 1989, 1991, 2000; Stein, Grover, Henningsen, 1996). Such strategies include individual exploration, peer small work, each which emphasizes use multiple approaches problem solving, active student inquiry, importance linking students' daily life. Research has effect these reforms (Hart, 1989; Leder, 1987, McLeod 1991). However, bulk focused mainly elementary middle levels (e.g., Silver Very few African American level (Porter, Kirst, Osthoff, Smithson, Schneider, 1993). Indeed, much literature youth emphasized groups' lower poor standardized examinations such as Scholastic Assessment Test's section. The also effects other variables socioeconomic status (SES), gender, type well teacher experience beliefs about different abilities succeed (Tate, These exert strong performance. Though writers noted differences SES family background achievement, key component is movement examining relationship among receive resulting Traditional Reform-based Instruction Numerous teaching learning Studies related classroom example, amounts allocated engaged time devoted (Berlinger, 1978; Romberg, 1983); (Cronbach Snow, 1977; Fennema Behr, 1980); behavior, planning, decision making (Carnahan, 1980; Yinger, 1978); cooperative groups (Slavin, 1995b; Webb, 1982); quality teachers' messages (Good, Grouws, Ebmeiner, 1983). …