Even the least severe forms of exclusionary discipline are associated with detrimental effects for students that attend schools that overuse them. With a nationally representative longitudinal study of high school students, we utilize propensity score weighting to limit selection bias associated with schools that issue high numbers of in-school…

The purpose of this study was to examine the effect of the COVID-19 pandemic on ninth-grade students' mathematics achievement in a rural school district located in South Carolina. Students enrolled in ninth grade prior to the COVID-19 pandemic (2018- 2019 school year) Algebra I EOC scores were compared to the students enrolled in ninth grade for…

Background: Mathematics homework is highly prevalent in East Asia. Teachers and parents expect mathematics homework to improve students' performance; however, studies have not clearly defined the effectiveness of the assignment of different amounts of homework. Aims: This study analyses the differential effect of homework amount on various facets…

Mathematics achievement is core to South Africa's readiness for digital innovation, yet current pass rates in this subject are below the global average. Simply attributing mathematics performance to intelligence does not fully account for the multifaceted reality of achievement in the subject. The current study investigated the value of both…

Previous studies have indicated a positive association between physical activity (PA) and mathematics achievement. The present study explored the association of PA outside school with math interest using longitudinal data from Kaifeng, a medium-sized city in Central China. A two-tier multilevel logistic model was conducted using 2,132 students'…

Building a culturally responsive school allows for teachers to expand their teaching practices to individualize instruction based on students' culture and background. Teachers must do this even more so now as many students have suffered severe learning loss due to school closures during the pandemic. Culturally Responsive Teaching allow teachers…

Background: Transitioning into adolescence while simultaneously facing greater academic demands as the level of education increases often entails both academic challenges and general declines in students' school-related well-being. Still, however, relatively little is known about the causal relationship between students' academic well-being (i.e.,…

Globally girls' performance in mathematics has improved over the years as measured by TIMSS results. Inconsistency in mathematics performance of boys and girls is still an area of great concern. This study examines the relationship between mathematics achievement and gender of South African Grade 9 learners from TIMSS 2015 data. The data were…

Academic self-concept and achievement have been found to be reciprocally related across time. However, existing research has focused on self-concept and achievement scores that have been averaged over long time-periods. For the first time, the present study examined intraindividual (within-person) relations between momentary (state) self-concept…

The aim of this research is to examine the effect of the gamification elements usage in the flipped classroom model on students' academic success, motivation, and learning strategies in the 9th grade mathematics course clusters subject. The method of the study is a quasi-experimental research design with a pretest/post-test control group. The…

Gender differences in reading and math have been reported for many years. Girls outperform boys in reading (representing a school domain stereotyped as female); boys often perform slightly better in math (a stereotypical male domain). Research has so far investigated the contribution of domain-specific academic self-concepts and interests as well…

Purpose: This study aims to provide quantitative knowledge concerning the leadership of Black women principals in American secondary schools. We examined (1) the demographic composition of the schools in which Black women principals serve, (2) these principals' instructional leadership behaviors, (3) the collective responsibility among teachers in…

Using nationally representative High School Longitudinal Study of 2009 data, this quantitative study examined how math teacher qualifications affect U. S. 9th graders' math achievement and attitudes. The study is guided by the Cognitive Apprenticeship Theory that emphasizes that expert teachers enable students to learn as apprentices and construct…

There are consistent correlations between mathematics achievement, attitudes, and anxiety, but the longitudinal relations among these constructs are not well understood nor are sex differences in these relations. To address this gap, mathematics achievement, attitudes, and anxiety were longitudinally assessed for 342 (169 boys) adolescents from…

This study examined how metacognitive knowledge and locus of control are associated with understanding mathematical jokes in students with and without learning disabilities. This study looked at a sample of 60 ninth-grade students of which 30 had a learning disability diagnosis and 30 had no learning disabilities. Students were tested using three…