Institutional and Student Factors and Their Influence on Advanced Mathematics Achievement

By James B. Schreiber. 2002

165 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1d922fda531518ee3ffd9d99f535fb67c4ed5020

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Citations in the corpus

Factors Affecting the Algebra I Achievement of Academically Talented Learners (2008, background): “Previous research indicated a link between being identified as gifted and academic achievement (Davis & Rimm, 2004; Schreiber, 2002), leading us to theorize an additional path between gifted status and Algebra I achievement.”
Attitudinal and motivational variables related to mathematics achievement in Jordan: findings from the Third International Mathematics and Science Study (TIMSS) (2004, background): “Fraser and Butts (1982) found little correlation between achievement and attitudes, whilst Arnold (1995), Bradford (1995) and Schreiber (2002) found positive relationship between pupils’ positive attitudes towards maths with their performance; and whereas Klass (2002) found different effects of…”
A Review of Empirical Evidence About School Size Effects: A Policy Perspective (2009, methodology): “Using survey data from 2,503 teachers and 3,500 students in 96 Australian secondary schools, Silins and Mulford (2004) examined the influence of a small handful of school context and internal school variables, including school size, on students’ participation in school activities (four “levels” of p”
Mathematics performance and the role played by affective and background factors peter grootenboer and brian hemmings (2007, background): “The literature suggests that there is an influential connection between affective mathematical views and performance in mathematics (Ai, 2002; Schreiber, 2002), and so this relationship requires exploration.”
Mathematics anxiety as a function of multidimensional self-regulation and self-efficacy (2009, background): “Researchers exploring student difficulties with mathematics courses (e.g., Hembree, 1990; Skiba, 1990) have identified affective and motivational factors as prominent predictors (Ai, 2002; Hall, Davis, Bolen, & Chia, 1999; Pintrich, 2002; Schreiber, 2002).”
Parent Involvement, Cultural Capital, and the Achievement Gap Among Elementary School Children (2006, background): “…Cohen, & Sekino, 2004) and may mediate the effects of poverty, parents’ educational attainment, and race/ethnicity on achievement (De Civita et al., 2004; Eamon, 2002; Schreiber, 2002), increasing parent involvement has been identified as a possible strategy for reducing the achievement gap.”
Individual and School Structural Effects on African American High School Students' Academic Achievement (2007, background): “…status (SES) were controlled for because these demographic variables have been linked to academic achievement (Astone & McLanahan, 1991; Battle & Coates, 2004; Christenson, Rounds, & Gorney, 1992; Johnson, Crosnoe, & Elder, 2001; Noguera, 2003; Roscigno & Ainsworth-Darnell, 1999; Schreiber, 2002).”
Modeling Mathematics Achievement of Jewish and Arab Eighth Graders in Israel: The Effects of Learner-Related Variables (2005, unknown): “Vol. 11, No. 3, June 2005, pp. 277 – 302 ª 2005 Taylor & Francis Group Ltd DOI: 10.1080/13803610500101108 ISSN 1380-3611 (print)/ISSN 1744-4187 (online)/05/030277–26 mathematics (Ai, 2002; Hall, Davis, Bolen, & Chia, 1999; Pintrich, 2002; Schreiber, 2002).”
The Constraints of Poverty on High Achievement (2008, background): “Schreiber (2002) looked at advanced mathematics achievement without regard to race or income levels and found the level of parent education to be positively associated with student attitude toward achievement.”
Performance of English Language Learners as a Subgroup in Large-Scale Assessment: Interaction of Research and Policy (2007, background): “Non-cognitive factors—such as attitudes, beliefs, and motivation—have been shown to be related to student achievement (Schreiber, 2002).”