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dc.contributor.advisorLeonard, Jacqueline
dc.creatorKrier, Kathleen
dc.date.accessioned2020-10-27T15:13:59Z
dc.date.available2020-10-27T15:13:59Z
dc.date.issued2011
dc.identifier.other864885084
dc.identifier.urihttp://hdl.handle.net/20.500.12613/1664
dc.description.abstractUsing 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).
dc.format.extent172 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation, Mathematics
dc.subjectHigh School
dc.subjectMath
dc.subjectOutcomes
dc.subjectPartnership
dc.subjectScience
dc.titleExamining the Relationship Between Participation in a Math Science Partnership and Changes in Student Outcomes in High School Mathematics Using Activity Theory as a Lens
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberSchifter, Catherine
dc.contributor.committeememberDavis, James Earl, 1960-
dc.contributor.committeememberDuCette, Joseph P.
dc.contributor.committeememberJordan, Will J.
dc.description.departmentCITE/Mathematics and Science Education
dc.relation.doihttp://dx.doi.org/10.34944/dspace/1646
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreeEd.D.
refterms.dateFOA2020-10-27T15:13:59Z


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