Standards-based mathematics reforms and mathematics achievement of American Indian/Alaska Native eighth graders.

dc.creator	Motoko Akiba
dc.creator	Ya-Fang Chiu
dc.creator	Yue-Lin Zhuang
dc.creator	Heather E. Mueller
dc.date	2008-10-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:47:21Z
dc.date.available	2015-08-12T11:47:21Z
dc.identifier	1068-2341
dc.identifier	https://doaj.org/article/7eb4547dc6414516a12f5e697452ebb2
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/31540
dc.description	Using the NAEP nationally-representative data collected from eighth-graders, we investigated the relative exposure of American Indian/Alaska Native (AIAN) students to mathematics teachers who are knowledgeable about standards, participate in standards-based professional development, and practice standards-based instruction; American Indian/Alaska Native student reports of standards-based classroom activities; and how student reports of classroom activities and teacher reports of their knowledge, professional development, and practices are associated with mathematics achievement of American Indian/Alaska Native students. We found that AIAN students had among the lowest exposure to teachers who reported they were knowledgeable about standards, who participated in standards-based professional development, and who practiced standards-based instruction. In addition, AIAN students were less likely than African American and Latino students to report that they experienced standards-based classroom activities. Our data showed that teacher reports of standards-based knowledge and practice of standards-based instruction were not significantly associated with mathematics achievement of AIAN students. However, student reports of classroom activities characterizing standards-based instruction was associated with higher mathematics achievement of AIAN students.
dc.language	English
dc.language	Spanish
dc.language	Portuguese
dc.publisher	Arizona State University
dc.relation	http://epaa.asu.edu/ojs/article/view/45
dc.relation	https://doaj.org/toc/1068-2341
dc.rights	CC BY
dc.source	Education Policy Analysis Archives, Vol 16, p 20 (2008)
dc.subject	American Indian/Alaska Native Students
dc.subject	National Assessment of Educational Progress (NAEP)
dc.subject	standards-based reform
dc.subject	student achievement.
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Standards-based mathematics reforms and mathematics achievement of American Indian/Alaska Native eighth graders.
dc.type	article