Secondary Mathematics Teachers' Perceptions of the Achievement Gap
The purpose of this study was to survey the perceptions of secondary mathematics teachers on factors contributing to the achievement gap and ways to reduce this gap. National Council of the Teachers of Mathematics (NCTM) members were surveyed, and a total of 379 secondary teachers responded. Overall...
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Published in | The High School journal Vol. 88; no. 4; pp. 32 - 45 |
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Main Authors | , |
Format | Journal Article |
Language | English |
Published |
Chapel Hill
The University of North Carolina Press
01.04.2005
University of North Carolina Press |
Subjects | |
Online Access | Get full text |
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Abstract | The purpose of this study was to survey the perceptions of secondary mathematics teachers on factors contributing to the achievement gap and ways to reduce this gap. National Council of the Teachers of Mathematics (NCTM) members were surveyed, and a total of 379 secondary teachers responded. Overall, respondents were most likely to attribute the achievement gap to student characteristics, such as differences in motivational levels, work ethic, and family support. Furthermore, teachers from schools with a higher population of White students were more likely to attribute the gap to student characteristics than were teachers in schools with higher percentages of minority students. Mathematics supervisors and university faculty were less likely to attribute the achievement gap to student characteristics than were middle and high school teachers. Instead, the supervisors and university faculty were more likely to endorse explanations related to curriculum and instruction than were secondary teachers. In terms of attributing the achievement gap to factors related to language, we found that the higher the percentage of Hispanic or Latino students in the respondents' schools, the more likely they were to endorse Language items. Suggestions for reducing the achievement gap centered on professional development for teachers, curricular changes, community building, and policies that included more funding equity and a reduction in class size. (By publisher). |
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AbstractList | The purpose of this study was to survey the perceptions of secondary mathematics teachers on factors contributing to the achievement gap and ways to reduce this gap. National Council of the Teachers of Mathematics (NCTM) members were surveyed, and a total of 379 secondary teachers responded. Overall, respondents were most likely to attribute the achievement gap to student characteristics, such as differences in motivational levels, work ethic, and family support. Furthermore, teachers from schools with a higher population of White students were more likely to attribute the gap to student characteristics than were teachers in schools with higher percentages of minority students. Mathematics supervisors and university faculty were less likely to attribute the achievement gap to student characteristics than were middle and high school teachers. Instead, the supervisors and university faculty were more likely to endorse explanations related to curriculum and instruction than were secondary teachers. In terms of attributing the achievement gap to factors related to language, we found that the higher the percentage of Hispanic or Latino students in the respondents' schools, the more likely they were to endorse Language items. Suggestions for reducing the achievement gap centered on professional development for teachers, curricular changes, community building, and policies that included more funding equity and a reduction in class size. [PUBLICATION ABSTRACT] The purpose of this study was to survey the perceptions of secondary mathematics teachers on factors contributing to the achievement gap and ways to reduce this gap. National Council of the Teachers of Mathematics (NCTM) members were surveyed, and a total of 379 secondary teachers responded. Overall, respondents were most likely to attribute the achievement gap to student characteristics, such as differences in motivational levels, work ethic, and family support. Furthermore, teachers from schools with a higher population of White students were more likely to attribute the gap to student characteristics than were teachers in schools with higher percentages of minority students. Mathematics supervisors and university faculty were less likely to attribute the achievement gap to student characteristics than were middle and high school teachers. Instead, the supervisors and university faculty were more likely to endorse explanations related to curriculum and instruction than were secondary teachers. In terms of attributing the achievement gap to factors related to language, we found that the higher the percentage of Hispanic or Latino students in the respondents' schools, the more likely they were to endorse Language items. Suggestions for reducing the achievement gap centered on professional development for teachers, curricular changes, community building, and policies that included more funding equity and a reduction in class size. (By publisher). The purpose of this study was to survey the perceptions of secondary mathematics teachers on factors contributing to the achievement gap and ways to reduce this gap. National Council of the Teachers of Mathematics (NCTM) members were surveyed, and a total of 379 secondary teachers responded. Overall, respondents were most likely to attribute the achievement gap to student characteristics, such as differences in motivational levels, work ethic, and family support. Furthermore, teachers from schools with a higher population of White students were more likely to attribute the gap to student characteristics than were teachers in schools with higher percentages of minority students. Mathematics supervisors and university faculty were less likely to attribute the achievement gap to student characteristics than were middle and high school teachers. Instead, the supervisors and university faculty were more likely to endorse explanations related to curriculum and instruction than were secondary teachers. In terms of attributing the achievement gap to factors related to language, we found that the higher the percentage of Hispanic or Latino students in the respondents' schools, the more likely they were to endorse Language items. Suggestions for reducing the achievement gap centered on professional development for teachers, curricular changes, community building, and policies that included more funding equity and a reduction in class size. |
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Author | Bol, Linda Berry, Robert Q |
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Copyright | Copyright 2005 The University of North Carolina Press Copyright © 2005 The University of North Carolina Press. COPYRIGHT 2005 University of North Carolina Press COPYRIGHT 2005 University of North Carolina Press Copyright University of North Carolina Press Apr/May 2005 |
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SubjectTerms | Academic achievement Academic achievement gaps Achievement Gap Analysis Diskriminierung Education Familie Forecasts and trends Gleichstellung Grade 6 High school students High Schools Lehrer Leistung Leistungsfähigkeit Market trend/market analysis Mathematics Achievement Mathematics Education Mathematics teachers Mathematikunterricht Meinung Minority group students Motivation Perceptions Practice Schüler Secondary school curricula Secondary School Mathematics Secondary school teachers Sekundarschule Students Surveys Teachers Unterstützung USA |
Title | Secondary Mathematics Teachers' Perceptions of the Achievement Gap |
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