THE RELATIONSHIPS AMONG STRATEGY USE, SELF-EFFICACY, AND LANGUAGE ...

G. S., P. L., Rampey, B.D., And Donahue, Jean-Luc Dion

Description

• exposé - matière potentielle : the problem
• dissertation
• fiche de synthèse - matière potentielle : the chapter
• mémoire - matière potentielle : several relatives
• exposé
• dissertation - matière potentielle : committee

THE RELATIONSHIPS AMONG STRATEGY USE, SELF-EFFICACY, AND LANGUAGE ABILITY IN FOREIGN LANGUAGE LEARNERS By Olive N. Gahungu A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education In Curriculum and Instruction Northern Arizona University May 2007 Approved: Jon A. Reyhner, Ed. D., Chair Mary Dereshiwsky, Ph.D. Randi Reppen, Ph. D. Frances Riemer, Ph. D.

• most language teaching approaches
• relationships among strategy use
• study participants
• higher levels of language
• language ability in foreign language learners
• language ability
• approach
• study
• language

Sujets

• Problem (disambiguation)
• Dissertation
• Exposé
• Committee

Informations

• Publié par: mavog
• Nombre de lectures: 57
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Institute of Education Sciences
U.S. Department of Education
NCES 2009–479
NAEP 2008 Trends in Academic Progress
READING 1971–2008 MATHEMATICS 1973–2008CONTENTS Executive Summary
2 Executive Summary
6 Introduction This report presents the results of the NAEP long-
8 The Long-Term Trend Assessment term trend assessments in reading and mathemat-
ics, which were most recently given in the 2007–08 in Reading
school year to students at ages 9, 13, and 17.28 The Long-Term Trend Assessment
Nationally representative samples of over 26,000
in Mathematics
public and private school students were assessed
50 Technical Notes
in each subject area.
53 Appendix Tables
The long-term trend assessments make it possible
to chart educational progress since the early 1970s.
Results in reading are available for 12 assessments
going back to the rst in 1971. The rst of 11 assess-
ments in mathematics was administered in 1973. What is Throughout this report, the most recent results are
compared to those from 2004 and from the rst year The Nation’s
the assessment was conducted.
™Report Card ? The original assessment format, content, and proce-
dures were revised somewhat in 2004 to update content
and provide accommodations to students with disabili-s Report Card™ informs the public about
ties and English language learners. The knowledge and the academic achievement of elementary andthe academic achievement of elementary and
secondary students in the United States. Reportsecondary students in the United States Report skills assessed, however, remain essentially the same
cards communicate the findings of the National since the rst assessment year.
Assessment of Educational Progress (NAEP), a
continuing and nationally representative measure Improvements seen in reading and
of achievement in various subjects over time.
mathematics
Since 1969, NAEP assessments have been conducted
periodically in reading, mathematics, science, writing, In reading, average scores increased at all three ages
U.S. history, civics, geography, and other subjects. since 2004 ( gure A). Average scores were 12 points
NAEP collects and reports information on student 1higher than in 1971 for 9-year-olds and 4 points higher
performance at the national, state, and local levels, for 13-year-olds. The average reading score for 17-year-
making the assessment an integral part of our nation’s
olds was not signi cantly different from that in 1971.
evaluation of the condition and progress of education.
Only academic achievement data and related In mathematics, average scores for 9- and 13-year-
background information are collected. The privacy of olds increased since 2004, while the average score for
individual students and their families is protected. 17-year-olds did not change signi cantly ( gure B).
NAEP is a congressionally authorized project of the Average scores were 24 points higher than in 1973 for
National Center for Education Statistics (NCES) 9-year-olds and 15 points higher for 13-year-olds. The
within the Institute of Education Sciences of the average mathematics score for 17-year-olds was not
U.S. Department of Education. The Commissioner signi cantly different from that in 1973.
of Education Statistics is responsible for carrying
out the NAEP project. The National Assessment 1 The score-point change is based on the difference between unrounded
scores as opposed to the rounded scores shown in the gure.Governing Board oversees and sets policy for NAEP.
2 THE NATION’S REPORT CARDReading
FIGURE A. Trend in NAEP reading average scores for 9-, 13-, and 17-year-old students
Scale score
500
320
310
300
290* 290* 290*289* 288 288 288286290 285 285 285 286
Age 17
280 283*
270
260260 259 259258 257* 257 257* 258 258260 256*255* Age 13
257*250
240
230
220219220 215* Age 9212*212*210* 212* 211* 211*211*208* 209*
210 216*
200
Original assessment format
Revised assessment format
0
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004 2008 Year
* Significantly different (p < .05) from 2008.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), various years, 1971–2008 Long-Term Trend Reading Assessments.
Mathematics
Trend in NAEP mathematics average scores for 9-, 13-, and 17-year-old studentsFIGURE B.
Scale score
500
320
308307 307307 306310 305 306304 302* Age 17300* 298*300 305
290
281 281
276*280 Age 13273* 274* 274*270*269* 269* 279*266*270 264*
260
250 243241 Age 9240 232*231*230* 230* 231* 239*
230 222*
219* 219* 219*
220
210
200 Extrapolated data
Original assessment format
Revised assessment format
0
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004 2008 Year
* Significantly different (p < .05) from 2008.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), various years, 1973–2008 Long-Term Trend Mathematics Assessments.
TRENDS IN ACADEMIC PROGRESS 3ReadingBlack students make greater gains
Changes from 1971from early 1970s than White students 1Age group White Black Hispanic
Age 9 14 points 34 points 25 points
Average reading scores were higher in 2008 than in the
Age 13 7 points 25 points 10 points rst assessment year for White, Black, and Hispanic
Age 17students. Across the three age groups, increases from 4 points 28 points 17 points
1971 to 2008 were larger for Black students than for Changes from 2004
White students. Increases from 1975 to 2008 were Age group White Black Hispanic
greater for Hispanic than for White students at ages 9 Age 9 4 points 7 points 8 points
and 17, but were not signi cantly different at age 13.
Age 13 4 points 8 points
In comparison to 2004, average reading scores were Age 17 7 points
1higher in 2008 for White students at all three ages, Results for Hispanic students were first available in 1975. Therefore, the results shown in the 1971
section for Hispanic students are from the 1975 assessment.for Black students at ages 9 and 13, and for Hispanic
students at age 9.
Mathematics
Across all three age groups, increases in average math- Changes from 1973
ematics scores from 1973 to 2008 were greater for both Age group White Black Hispanic
Black and Hispanic students than for White students.
Age 9 25 points 34 points 32 points
In comparison to 2004, average mathematics scores Age 13 16 points 34 points 29 points
were higher in 2008 for White students at age 9. There Age 17 4 points 17 points 16 points
were no signi cant changes in scores for 9-, 13-, and
Changes from 2004
17-year-old Black and Hispanic students or for 13- and
Age group White Black Hispanic
17-year-old White students over the same period.
Age 9 5 points
Age 13
Most racial/ethnic score gaps narrow
Age 17
compared to first assessment
Indicates the score was higher in 2008.
Indicates that there was no significant change in the score in 2008.
While the reading score gaps between White and Black
students at all three ages showed no signi cant change
from 2004 to 2008, the gaps did narrow in 2008 com-
pared to 1971. White – Hispanic gaps in reading scores
also showed no signi cant change from 2004 to 2008
but were smaller in 2008 than in 1975 at ages 9 and 17.
Across all three age groups, neither the White – Black
nor White – Hispanic gaps in mathematics changed
signi cantly from 2004 to 2008, but both were smaller
in 2008 than in 1973.
Changes in the student population over time show a decrease in the percentages of White students and an
increase in the percentages of Hispanic students across all three age groups. For example, the percentage of
9-year-olds assessed in reading who were White decreased from 80 percent in 1975 to 56 percent in 2008,
and the percentage of Hispanic students increased from 5 to 20 percent over the same period. The propor-
tion of Black students has remained more stable over time, making up 14 percent of 9-year-olds assessed in
reading in 1971 and 16 percent in 2008.
4 THE NATION’S REPORT CARD





For students whose parents did not finish high school, mathematics scores
increase compared to 1978
The average mathematics scores for 13- and 17-year- Scores for 13-year-olds whose parents had higher
olds whose parents did not nish high school were levels of education were also higher in 2008 than
higher than they were 30 years ago. At age 13, the score in 1978 but not signi cantly different compared to
in 2008 for students whose parents did not nish high 2004. There were no signi cant changes in the scores
school was not signi cantly different from the score for 17-year-olds whose parents had higher levels of
in 2004 but was 23 points higher than in 1978. At age education in comparison to 2004 or 1978.
17, the average mathematics score for students whose
parents did not nish high school was 5 points higher
in 2008 than in 2004 and 12 points higher than in 1978.
Percentages of students taking higher-level mathematics increasing
Taking higher-level mathematics courses was gener- of 13-year-o