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首頁> 外文OA文獻(xiàn) >The impact of pre-kindergarten enrollment on student performance as identified by third grade reading and math Texas Assessment of Knowledege and Skills(TAKS) scores among selected title 1 elementary schools
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The impact of pre-kindergarten enrollment on student performance as identified by third grade reading and math Texas Assessment of Knowledege and Skills(TAKS) scores among selected title 1 elementary schools

機(jī)譯:小學(xué)三年級(jí)閱讀和數(shù)學(xué)確定的幼兒園學(xué)前入學(xué)對(duì)學(xué)生表現(xiàn)的影響選定的頭銜1小學(xué)中的德克薩斯州知識(shí)和技能評(píng)估(TAKS)分?jǐn)?shù)

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摘要

The purpose of this study was to determine if the intervention of attending publicschool pre-kindergarten reflected an impact on student achievement as measured bythird grade Texas Assessment of Knowledge and Skills (TAKS) considering gender,English language learner status, socio-economic status, and the language of the test. Todetermine this impact, the performance of third grade students who attended prekindergartenin 10 selected elementary schools in San Antonio was compared tostudents in these same schools who did not attend pre-kindergarten.Quantitative techniques and analyses were used to illustrate data collected fromthe research sample. A t-test for independent means was used for Research Questions #1and #2. An Analysis of Variance (ANOVA) procedure was also used to analyze the dataas a function of gender, English language learner status, socio-economic status, and thelanguage of the test in Research Question #3. Findings in the study included the following:1. There was statistical significant difference on third grade TAKS readingscores among the students who attended pre-kindergarten.2. There was statistical significant difference on third grade TAKS math scoresamong the students who attended pre-kindergarten.3. There was no statistical significant difference on third grade TAKS readingor math among the students who attended or did not attend pre-kindergarten based ongender, socio-economic, English language learner status, and the language of the test.
機(jī)譯:這項(xiàng)研究的目的是確定參加公立幼兒園的幼兒園的干預(yù)措施是否反映了對(duì)學(xué)生成績(jī)的影響,該評(píng)估是通過考慮性別,英語學(xué)習(xí)者地位,社會(huì)經(jīng)濟(jì)地位和測(cè)試的語言。為了確定這種影響,將在圣安東尼奧10所選定的小學(xué)就讀幼兒園前的三年級(jí)學(xué)生的表現(xiàn)與未在幼兒園前就讀的同一所學(xué)校的學(xué)生進(jìn)行了比較。定量技術(shù)和分析用于說明從研究樣本中收集的數(shù)據(jù)。研究問題1和研究2使用了獨(dú)立均值的t檢驗(yàn)。方差分析(ANOVA)程序還用于分析數(shù)據(jù)作為性別,英語學(xué)習(xí)者地位,社會(huì)經(jīng)濟(jì)地位以及研究問題#3中測(cè)試語言的函數(shù)。研究結(jié)果包括:1。參加幼兒園前班的學(xué)生三年級(jí)TAKS成績(jī)得分有統(tǒng)計(jì)學(xué)差異。2。幼兒園前的學(xué)生三年級(jí)TAKS數(shù)學(xué)成績(jī)有統(tǒng)計(jì)學(xué)差異。3。參加或不參加基于幼兒園的年輕女孩,社會(huì)經(jīng)濟(jì),英語學(xué)習(xí)者身份和測(cè)試語言的學(xué)生中,三年級(jí)TAKS閱讀或數(shù)學(xué)上的統(tǒng)計(jì)差異均無統(tǒng)計(jì)學(xué)意義。

著錄項(xiàng)

  • 作者

    Maldonado Wanda;

  • 作者單位
  • 年度 2008
  • 總頁數(shù)
  • 原文格式 PDF
  • 正文語種 en_US
  • 中圖分類

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