Impacts of a university-school partnership on middle school students' fractional knowledge: A quasiexperimental study
In this quasiexperimental study, the authors investigated the effects of university within school partnership model, within which faculty members acted as teacher-researchers to improve fractional knowledge among middle school (Grades 5-8) students. Students in nine Grade 6 mathematics classes from...
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| Veröffentlicht in: | The Journal of educational research (Washington, D.C.) D.C.), 2018-03, Vol.111 (2), p.151-162 |
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| container_issue | 2 |
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| container_title | The Journal of educational research (Washington, D.C.) |
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| creator | Aydın, Utkun Tunç-Pekkan, Zelha Taylan, Rukiye Didem Birgili, Bengi Özcan, Mustafa |
| description | In this quasiexperimental study, the authors investigated the effects of university within school partnership model, within which faculty members acted as teacher-researchers to improve fractional knowledge among middle school (Grades 5-8) students. Students in nine Grade 6 mathematics classes from two public middle schools in Turkey were assigned to two conditions: University within school model instruction and traditional instruction. Pre- and posttest data showed that the students exposed to instruction through the university within school partnership model significantly outperformed their traditional instruction peers on the fractions test. Results indicated that students made significant gains in fractional knowledge in the experimental classrooms and in different subgroup populations. It was suggested that a substantial amount of mathematical infusion through partnership could have a positive impact on middle school students' fractional knowledge. The educational implications of the study were also discussed. |
| doi_str_mv | 10.1080/00220671.2016.1220358 |
| format | Article |
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Students in nine Grade 6 mathematics classes from two public middle schools in Turkey were assigned to two conditions: University within school model instruction and traditional instruction. Pre- and posttest data showed that the students exposed to instruction through the university within school partnership model significantly outperformed their traditional instruction peers on the fractions test. Results indicated that students made significant gains in fractional knowledge in the experimental classrooms and in different subgroup populations. It was suggested that a substantial amount of mathematical infusion through partnership could have a positive impact on middle school students' fractional knowledge. 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| identifier | ISSN: 0022-0671 |
| ispartof | The Journal of educational research (Washington, D.C.), 2018-03, Vol.111 (2), p.151-162 |
| issn | 0022-0671 1940-0675 |
| language | eng |
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| source | Jstor Complete Legacy; Education Source |
| subjects | College School Cooperation College students Control Groups Correlation Elementary school students Experimental Groups Foreign Countries Fractions Gender Differences Grade 6 Higher education Instructional Effectiveness Intermode Differences Intervention Mathematics Instruction middle school Middle School Students Middle schools Partnerships in Education Pretests Posttests professional development Quasiexperimental Design quasiexperimental study Statistical Analysis Teaching Teaching Methods university-school partnership |
| title | Impacts of a university-school partnership on middle school students' fractional knowledge: A quasiexperimental study |
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