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    Examining the Relationship Between Participation in a Math Science Partnership and Changes in Student Outcomes in High School Mathematics Using Activity Theory as a Lens

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    Krier_temple_0225E_10661.pdf
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    Genre
    Thesis/Dissertation
    Date
    2011
    Author
    Krier, Kathleen
    Advisor
    Leonard, Jacqueline
    Committee member
    Schifter, Catherine
    Davis, James Earl, 1960-
    DuCette, Joseph P.
    Jordan, Will J.
    Department
    CITE/Mathematics and Science Education
    Subject
    Education, Mathematics
    High School
    Math
    Outcomes
    Partnership
    Science
    Permanent link to this record
    http://hdl.handle.net/20.500.12613/1664
    
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    DOI
    http://dx.doi.org/10.34944/dspace/1646
    Abstract
    Using Activity Theory as both the theoretical and analytical framework, this study investigated whether participation in the Math Science Partnership of Greater Philadelphia (MSPGP) had any relationship with changes in PSSA scores and math course taking patterns for students attending 23 partner district high schools. Participation included time spent attending professional development provided by the MSPGP and the level of engagement that a district had with the partnership. Results showed significant gains in PSSA achievement overall (t = 4.03, df = 22, p = .001) and for African American students in particular (t = 2.53, df = 13, p = .025). These results are similar to statewide results in Pennsylvania. The biserial correlation showed a relationship between the overall improvement in PSSA scores and the level of professional development in which schools participated (rp = .62, p < .05). Results also showed a significant gain in higher level math course completions for Latino/a students (t = 3.08, df = 19, p = .006). Although the gain in PSSA scores was not significant for Latino/a students, it was strongly correlated with the level of engagement schools had with the MSPGP (rp = .90, p < .05). Course completions, both overall and higher level, increased for the majority of schools. Achievement gaps persist for many of the schools even though the majority of African American and Latino/a students had increases in PSSA achievement as well as increases in course completions. The study also investigated whether other independent school district variables had any relationship with changes in outcomes. Results of the Pearson Correlation showed a significant relationship between the use of reformed curriculum and changes in PSSA achievement (r = .43, p = .04).
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