• Türkçe
    • English
  • English 
    • Türkçe
    • English
  • Login
View Item 
  •   DSpace@MEF
  • Fakülteler
  • Eğitim Fakültesi
  • İlköğretim Matematik Öğretmenliği | Mathematics Education
  • EF, İMÖ, Makale Koleksiyonu
  • View Item
  •   DSpace@MEF
  • Fakülteler
  • Eğitim Fakültesi
  • İlköğretim Matematik Öğretmenliği | Mathematics Education
  • EF, İMÖ, Makale Koleksiyonu
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.
Advanced Search

Impacts of a university-school partnership on middle school students' fractional knowledge: a quasiexperimental study

Thumbnail

View/Open

Yayıncı Sürümü (742.6Kb)

Access

info:eu-repo/semantics/closedAccess

Date

2018

Author

Aydın, Utkun
Tunç-Pekka, Zelha
Taylan, Rukiye Didem
Birgili, Bengi
Özcan, Mustafa

Metadata

Show full item record

Citation

Aydın, U., Tunç-Pekkan, Z., Taylan, R. D., Birgili, B., & Özcan, M. (January 01, 2018). Impacts of a university-school partnership on middle school students' fractional knowledge: A quasiexperimental study. Journal of Educational Research, 111, 2, 151-162.

Abstract

In this quasiexperimental study, the authors investigated the effects of university within school partnership model, within which faculty members acted as teacher-researchers to improve fractional knowledge among middle school (Grades 5–8) students. Students in nine Grade 6 mathematics classes from two public middle schools in Turkey were assigned to two conditions: University within school model instruction and traditional instruction. Pre- and posttest data showed that the students exposed to instruction through the university within school partnership model significantly outperformed their traditional instruction peers on the fractions test. Results indicated that students made significant gains in fractional knowledge in the experimental classrooms and in different subgroup populations. It was suggested that a substantial amount of mathematical infusion through partnership could have a positive impact on middle school students' fractional knowledge. The educational implications of the study were also discussed.

Source

Journal of Educational Research

Volume

111

Issue

2

URI

https://doi.org/10.1080/00220671.2016.1220358
https://hdl.handle.net/20.500.11779/276

Collections

  • Araştırma Çıktıları, Scopus İndeksli Yayınlar Koleksiyonu [376]
  • Araştırma Çıktıları, WOS İndeksli Yayınlar Koleksiyonu [433]
  • EF, İMÖ, Makale Koleksiyonu [33]



DSpace software copyright © 2002-2015  DuraSpace
Contact Us | Send Feedback
Theme by 
@mire NV
 

 




| Instruction | Guide | Contact |

DSpace@MEF

by OpenAIRE

sherpa/romeo

Browse

All of DSpaceCommunities & CollectionsBy Issue DateAuthorsInstitution AuthorTitlesORCIDSubjectsTypeLanguageDepartmentCategoryPublisherAccess TypeThis CollectionBy Issue DateAuthorsInstitution AuthorTitlesORCIDSubjectsTypeLanguageDepartmentCategoryPublisherAccess Type

My Account

LoginRegister

Statistics

View Google Analytics Statistics

DSpace software copyright © 2002-2015  DuraSpace
Contact Us | Send Feedback
Theme by 
@mire NV
 

 


|| Guide|| Instruction || Library || MEF University || OAI-PMH ||

MEF University Library, İstanbul, Turkey
If you find any errors in content please report us

Creative Commons License
MEF University Institutional Repository is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License..

DSpace@MEF:


DSpace 6.2

tarafından İdeal DSpace hizmetleri çerçevesinde özelleştirilerek kurulmuştur.