Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 50-54).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 50-54). Also available in print.

Thesis (Ed. D.)--Teachers College, Columbia University. / Typescript; issued also on microfilm. Sponsor: J. Philip Smith. Dissertation Committee: Bruce R. Vogeli. Bibliography: leaves 71-76.

<p>The under-preparation in math at the high school and college levels, as well as the low participation of ethnically and linguistically diverse individuals in STEM fields are concerning because their preparation for work in these areas is essential for the U.S. to remain competitive in the innovative knowledge economy. While there is now a substantial body of research on this group of students, there remain unresolved questions around the role of linguistic factors, affective variables, and prior achievement. In light of this concern, the purpose of the study was two-fold. One was to examine the moderating role of first language (L1) proficiency on the effects of language minority (LM) status in English reading. The second was to investigate the mediating roles of English reading and math achievement in the relationship between such interaction and math self-efficacy. The study was a secondary analysis of the Education Longitudinal Study (ELS 2002, n =16,110). Using a multilevel SEM analysis the study did not find support for the moderating role of L1 proficiency. However, English reading and math achievement mediated the relationship between LM status and math self-efficacy. These findings provide further knowledge for the development of targeted interventions that aim at increasing the preparation and participation of linguistically and ethnically diverse students in STEM fields. </p>

<p> Mathematics performance of students in the United States is concerning. When compared to global peers, students in the United States perform at the lower range in areas of mathematics. Even after controlling for variables such as ethnicity, parent educational attainment, and socio-economic status, students in the United States continue to struggle in mathematics. One area that facilitates learning complex mathematics skills is computational fluency. The Mathematics Advisory Panel Report and the Common Core State Standards in Mathematics recommend that students have daily practice to build computational fluency skills. Evidence based interventions that target computational fluency includes incremental rehearsal, cover copy compare, and performance reward. The interventions were implemented with three students who attended a dual language immersion program and analyzed through single-case research design. The results found the interventions effective for two of the three students. Using these interventions as a package can have beneficial results in the computational fluency of students in dual-immersion programs.</p>

Thesis (Ph. D.)--Oregon State University, 1985. / Typescript (photocopy). Includes bibliographical references (leaves 151-155). Also available online.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. / Printout. Vita. Includes bibliographical references (leaves 275-281) Available on microfilm from Pro Quest Information and Learning.