Jamaal Young

The Use of Confidence Intervals as a Meta-Analytic Lens to Summarize the Effects of Teacher Education Technology Courses on Preservice Teacher TPACK.

Abstract The validity and reliability of the Technological Pedagogical Content Knowledge (TPACK) framework to measure the extent to which teachers can teach with technology, hinges on the ability to aggregate results across empirical studies. We synthesized mean difference effect sizes resulting from university classroom studies, which used a survey of preservice teacher knowledge of teaching with technology (TKTT) using confidence intervals (CIs). We then characterized the mean effect sizes for the influence of classroom instruction on preservice teacher TPACK by graphing CIs across studies from 2009 until 2011. The results present approximations of TPACK population parameters as well as implications for researchers and teacher educators.

Standing in the Gaps: Examining the Effects of Early Gifted Education on Black Girl Achievement in STEM:

The purpose of this study was to explore the differential effects of access to gifted education on the mathematics and science achievement of fourth-grade Black girls. This study utilized mean difference effect sizes to examine the magnitude of differences between groups. By convention, White girls were included as a comparison group. Girls receiving gifted instruction and girls not receiving gifted instruction were the populations of interest (N = 13,868). The mathematics results suggest that Black girls participating in gifted education statistically significantly outperform Black girls in the comparison group. The mean difference effect sizes for within-group differences were almost twice as large for Black girls compared with White girls. The science results indicate that Black girls receiving gifted instruction outperformed Black girls in the comparison group. White girls, regardless of access to gifted instruction, statistically significantly outperformed Black girls in science. These results inform the recommendations provided.

The Structural Relationship Between Out-of-School Time Enrichment and Black Student Participation in Advanced Science:

The researchers tested a model of the structural relationship between Black student engagement in out-of-school time (OST) science enrichment and participation in advanced science courses in high school. The participants in the sample were Black students (N = 3,173) who participated in the High School Longitudinal Study of 2009/2012. The student participants were in the ninth grade and ranged in age from 14 to 16 years. The results suggested that the model adequately fit the data, and that a direct relationship existed between OST enrichment and Black student participation in advanced science. In addition, Black female students participated statistically significantly more in advanced science than their male peers. Socioeconomic status also was a statistically significant indicator of advanced science course participation. Engagement in OST was not statistically significantly influenced by gender or socioeconomic status. This research extends the implications of informal science, technology, engineering, and mathematics (STEM) to support the diversification of advanced high school science courses and STEM participation by providing distinct estimates of the effects of OST on Black students.

A meta-analysis of the effects of numerical competency development on achievement: Recommendations for mathematics educators

ABSTRACT This meta-analysis examines the effects of numerical competency development in mathematics classrooms. An exhaustive search of the quantitative literature yielded 17 studies with 39 effect sizes. The overall mean effect size, d = 0.88 (p < 0.05), indicates that there is a large positive summary effect of numerical competency development on mathematics achievement. The large overall effect size is complementary to empirical benchmarks for the average annual gains in mathematics knowledge across K–12 grade levels. Results suggest that numeracy and number sense are more effective than math fact fluency with regard to developing numerical competence. Subsequently, the majority of numerical competency studies were conducted in the early elementary grades. The results also indicate that the effect sizes are reduced drastically after second grade. The article concludes with explicit implications for mathematics teachers and researchers to support the evolution of numerical competency instruction in U.S. schools.