Effects of Teachers' Engagement with Student Data on Students' Algebra Progress

dc.contributor.author Foegen, Anne
dc.contributor.author Foegen, Anne
dc.contributor.author Olson, Jeannette
dc.contributor.department Project AAIMS
dc.date 2018-02-17T16:12:31.000
dc.date.accessioned 2020-06-30T02:15:02Z
dc.date.available 2020-06-30T02:15:02Z
dc.date.embargo 2016-04-13
dc.date.issued 2007-01-01
dc.description.abstract <p>Previous work in Project AAIMS has established the reliability and criterion validity of two measures (Basic Skills and Content-Analysis-Multiple Choice) for monitoring student progress in algebra. In Technical Reports 10, 12, 13, and 14 we reported the technical features of the measures when used for static measurement of student performance. We found that these two measures possess acceptable levels of alternate form reliabilities and moderate levels of criterion validity. Technical Reports 12, 13, and 14 also reported examinations of students’ growth over time on the measures, with the Content Analysis-Multiple Choice probes more sensitive to change than the Basic Skills probes. In the study reported in Technical Report 15 (Foegen, & Olson, 2007) two levels of teachers’ access to student data were contrasted with respect to their association with differential outcomes for students. In the current study, we conducted an additional replication of the technical features of the measures. We also conducted a modified study of teachers’ use of student performance data, contrasting higher and lower rates of engagement with students’ data and examining whether these varying levels had any effect on student achievement.</p>
dc.description.comments <p>Project AAIMS is funded by the U.S. Department of Education, Office of Special Education Programs, Grant # H324C030060; Technical Report #16.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/edu_aaims_reports/8/
dc.identifier.articleid 1015
dc.identifier.contextkey 8472133
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath edu_aaims_reports/8
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/22775
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/edu_aaims_reports/8/2007_FoegenAM_TR16_EffectsTeachersEngagementStudent.pdf|||Sat Jan 15 02:00:17 UTC 2022
dc.subject.disciplines Curriculum and Instruction
dc.subject.disciplines Education
dc.subject.disciplines Higher Education
dc.subject.disciplines Science and Mathematics Education
dc.title Effects of Teachers' Engagement with Student Data on Students' Algebra Progress
dc.type article
dc.type.genre report
dspace.entity.type Publication
relation.isAuthorOfPublication 127ed746-cf23-4011-a9b2-1ca53ae7db8a
relation.isOrgUnitOfPublication 0f47f85d-c3ae-4bf5-9916-5e308105a64f
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