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Title:Modeling Correlates of Problem-Solving Skills: Effects of Opportunity-to-Learn on the Attainment of Higher-Order Thinking Skills in Mathematics
Author(s):Wilkins, Jesse Leroy Muller
Doctoral Committee Chair(s):Travers, Kenneth J.
Department / Program:Education
Discipline:Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Education, Educational Psychology
Abstract:Classroom OTL was found to have a direct (additive) relationship with average student proficiency of HOTS across classrooms and also to be mediated by (or interact with) student characteristics such as prior achievement and effort. Since teacher expectation and content coverage were strongly related to classroom characteristics such as average mathematics achievement, it is believed that a student's HOTS proficiency is directly affected by a student's classroom situation. The level of homogeneity between items tested and the preparedness of the class as measured by the disparity coefficient, D*, was found to have a more positive effect on high-achieving students' proficiency of HOTS than on their lower-achieving peers.
Issue Date:1997
Type:Text
Language:English
Description:203 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1997.
URI:http://hdl.handle.net/2142/80199
Other Identifier(s):(MiAaPQ)AAI9737288
Date Available in IDEALS:2015-09-25
Date Deposited:1997


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