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An evaluation of the Summer Bridge Program's delivery of mathematics instruction to Career Academy students: An urban school district's approach

Waldron, William Blain
http://rave.ohiolink.edu/etdc/view?acc_num=osu1085488036

Abstract Details

2004, Doctor of Philosophy, Ohio State University, Vocational Education (Comprehensive).
Research into the delivery of mathematics instruction indicates that the implementation of a constructivist approach can help improve deep learning of concepts and application skills. However, the use of such an approach commonly requires more time than is available in a typical school schedule. With the introduction of the “No Child Left Behind Act” (reauthorization of ESEA) accountability in education through standardized testing has become a primary vehicle of assessment used by most local and state education agencies. The additional pressure placed upon each school district for test performance has forced educators to develop a variety of methods for the additional delivery of instruction. The Summer Bridge Program was one such method that targeted students attending a career academy. The academic focus of the program was to improve learning in mathematics by increasing time on task. The study’s focus was to determine if additional time in mathematics did improve student knowledge and to identify the characteristics of students that may have benefited most from participation in the Summer Bridge Program. A quasi-experimental, nonequivalent control group design was used for the study. The Ohio Ninth Grade Proficiency Test (NGPT) was used for the pretest and posttest. The comparison group included students that did not attend the Summer Bridge Program. The treatment group included the students who did attend the Summer Bridge Program. Analysis of variance (ANOVA) was used to determine if there was a statistical significance at the .05 alpha level and multiple regression was used to identify the characteristics of students that could benefit most from the treatment. The researcher found little difference between the comparison and treatment group and concluded that participation in the Summer Bridge program did not result in a difference in mathematics preparation for the Ohio NGPT. The researcher was unable to identify any specific characteristics of students that explain their scores on the Ohio Ninth Grade Proficiency Test.
N. McCaslin (Advisor)
143 p.
Education, Vocational
Constructivism; Summer Bridge Program; Career Academy; High Schools That Work; NGPT

Recommended Citations

Citations

  • Waldron, W. B. (2004). An evaluation of the Summer Bridge Program's delivery of mathematics instruction to Career Academy students: An urban school district's approach [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1085488036

    APA Style (7th edition)

  • Waldron, William. An evaluation of the Summer Bridge Program's delivery of mathematics instruction to Career Academy students: An urban school district's approach. 2004. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1085488036.

    MLA Style (8th edition)

  • Waldron, William. "An evaluation of the Summer Bridge Program's delivery of mathematics instruction to Career Academy students: An urban school district's approach." Doctoral dissertation, Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1085488036

    Chicago Manual of Style (17th edition)

osu1085488036
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© 2004, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.