Guest Editors’ Note
In "Examining the Relationship Between Teachers' Instructional Practices and Students' Mathematics Achievement," Firmender, Gavin, and McCoach (2014) examined the relationship between teachers' implementation of two discourse-related instructional practices (engaging student...
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| Veröffentlicht in: | Journal of advanced academics 2014-08, Vol.25 (3), p.159-161 |
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| container_title | Journal of advanced academics |
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| creator | Adelson, Jill L. Chamberlin, Scott A. Mann, Eric L. |
| description | In "Examining the Relationship Between Teachers' Instructional Practices and Students' Mathematics Achievement," Firmender, Gavin, and McCoach (2014) examined the relationship between teachers' implementation of two discourse-related instructional practices (engaging students in verbal communication and encouraging the use of appropriate vocabulary) and student achievement. (2014), also investigates the effects of STEM high schools, specifically specialized science high schools, but differs from the previous two studies in several ways: (a) It uses a comparison group of participants in Talent Search programs who did not graduate from a specialized science high school, (b) it is a quantitative rather than qualitative study, and (c) it investigated the association between these programs and a distal out- come, completion of an undergraduate degree in a science-related area. |
| doi_str_mv | 10.1177/1932202X14539436 |
| format | Article |
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(2014), also investigates the effects of STEM high schools, specifically specialized science high schools, but differs from the previous two studies in several ways: (a) It uses a comparison group of participants in Talent Search programs who did not graduate from a specialized science high school, (b) it is a quantitative rather than qualitative study, and (c) it investigated the association between these programs and a distal out- come, completion of an undergraduate degree in a science-related area.</description><identifier>ISSN: 1932-202X</identifier><identifier>EISSN: 2162-9536</identifier><identifier>DOI: 10.1177/1932202X14539436</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Adolescents ; Control Groups ; Core curriculum ; Early childhood education ; Educational Environment ; Educational Strategies ; Grade 1 ; High Schools ; Learning ; Mathematics Achievement ; Mathematics education ; Mathematics Skills ; Preschool Education ; Professional development ; Schools ; Science education ; Secondary schools ; Studies ; Talent ; Teaching Methods ; Technological change ; Technology education</subject><ispartof>Journal of advanced academics, 2014-08, Vol.25 (3), p.159-161</ispartof><rights>The Author(s) 2014</rights><rights>Copyright SAGE PUBLICATIONS, INC. 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| fulltext | fulltext |
| identifier | ISSN: 1932-202X |
| ispartof | Journal of advanced academics, 2014-08, Vol.25 (3), p.159-161 |
| issn | 1932-202X 2162-9536 |
| language | eng |
| recordid | cdi_proquest_journals_1552152084 |
| source | SAGE Complete A-Z List; Education Source |
| subjects | Adolescents Control Groups Core curriculum Early childhood education Educational Environment Educational Strategies Grade 1 High Schools Learning Mathematics Achievement Mathematics education Mathematics Skills Preschool Education Professional development Schools Science education Secondary schools Studies Talent Teaching Methods Technological change Technology education |
| title | Guest Editors’ Note |
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