6591 research outputs found
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Sociology of the Family Textbook
Get PDFReview of OER Sociology textbook by Amy E. Traver, available at https://academicworks.cuny.edu/qb_oers/181
Introduction to Statistical Thinking
Get PDFReview of OER Statistics textbook by Benjamin Yakir, available at https://open.umn.edu/opentextbooks/textbooks/introduction-to-statistical-thinkin
Writing in College: From Competence to Excellence
Get PDFReview of OER Composition textbook by Amy Guptill, available at https://open.umn.edu/opentextbooks/textbooks/24
What Effect Does Standards-Based Grading Versus Traditional Grading Have on Standardized Tests for Fifth-Grade Students in Mathematics in Arkansas?
Get PDFWHAT EFFECT DOES STANDARDS-BASED GRADING VERSUS TRADITIONAL
GRADING HAVE ON STANDARDIZED TESTS FOR FIFTH GRADE STUDENTS IN MATHEMATICS IN ARKANSAS?
Ruby Earlene Dean
This study examined the effects of standards-based grading and traditional grading on standardized tests for fifth grade students in mathematics in Arkansas. The purpose of the study was to determine whether the type of grading system (traditional or standards-based) used to assess student progress makes a difference on the ACT Aspire results in fifth grade in mathematics. The information gleaned from this study will provide school leaders and teachers with information to make more informed decisions to enhance student achievement possible. This quantitative study was performed by comparing districts where school leaders use a traditional grading system compared with districts where leaders use a standards-based grading system for fifth-grade math. This study reviewed public documents reporting the school’s demographics, standardized test scores, and Arkansas ESSA School Report Card rating. The conceptual framework for this study was developed from theories on the Zone of Proximal Development and Bloom’s mastery learning. Chi-square tests of independence were conducted to examine the connection between the grading system type and the number of students meeting the 5th-grade math readiness benchmark. In every case except for Hispanic students, a notable relationship was found between these factors. Schools employing a standards-based grading approach had a greater proportion of students meeting the math readiness benchmark compared to those using the traditional method. This trend was consistent across various socioeconomic statuses, ethnicities, and genders. Based on the study\u27s findings, schools are encouraged to continue supporting the adoption of standards-based grading. As accountability for student achievement increases, educators must strive to identify the most effective methods for measuring student growth and mastery. The findings of this study, combined with existing literature and prior research on standards-based grading, strongly suggest that it is a viable and sustainable option for school leaders
River Valley Arts Center Overhaul
No full textThis project includes a website overhaul for the River Valley Arts Center of Russellville, Arkansas
Where the Wild Things Are
No full textThis is a design of a book cover for Where the Wild Things Are by Maurice Sendak.https://orc.library.atu.edu/bookart_2024/1010/thumbnail.jp
The Cellar Redesigned
No full textThis is a design of the book cover of The Cellar by Natasha Preston.https://orc.library.atu.edu/bookart_2024/1002/thumbnail.jp
Frankenstein
No full textThis is a design of a book cover of Frankenstein by Mary Shelley.https://orc.library.atu.edu/bookart_2024/1025/thumbnail.jp
Watership Down
No full textThis is a design of a book cover of Watership Down by Richard Adams.
Madison Nicole Humphrey won 2nd place for this design in the 2024 Book Cover Art Contest in the Ross Pendergraft Library at Arkansas Tech University.https://orc.library.atu.edu/bookart_2024/1018/thumbnail.jp
ATU Open Educational Resources
No full texthttps://orc.library.atu.edu/homepage_slideshow/1012/thumbnail.jp