WorldCat Identities

Kloosterman, Peter

Overview
Works: 15 works in 30 publications in 1 language and 292 library holdings
Roles: Editor, Author
Publication Timeline
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Most widely held works by Peter Kloosterman
What mathematics do students know and how is that knowledge changing? : evidence from the national assessment of educational progress( Book )

4 editions published between 2015 and 2016 in English and held by 100 WorldCat member libraries worldwide

Results and interpretations of the 1990 through 2000 mathematics assessments of the National Assessment of Educational Progress( Book )

5 editions published in 2004 in English and held by 94 WorldCat member libraries worldwide

Results and interpretations of the 2003 mathematics assessment of the national assessment of educational progress( Book )

5 editions published in 2007 in English and held by 74 WorldCat member libraries worldwide

The status of science and mathematics teachers in Indiana by Peter Kloosterman( Book )

2 editions published in 1987 in English and held by 4 WorldCat member libraries worldwide

Preparing Elementary Teachers to Teach Mathematics : a Problem-solving Approach. Final Report. Volume V: Research and Evaluation Component by Peter Kloosterman( Book )

1 edition published in 1992 in English and held by 3 WorldCat member libraries worldwide

The "Preparing Elementary Teachers to Teach Mathematics (PETTM) Project" (1988-1991) was a cooperative university/school effort to improve the teaching of mathematics by elementary teachers with its primary focus on improving the university training of preservice teachers (PSTs) in mathematics. This document, the last of the project's 5-volume final report, describes the "Research and Evaluation" component of the project. The first four sections of this volume focus on data relating to the four main project goals. In addition, there is a section on the evaluation instruments that were developed and used in the project. A summary of the project evaluation indicates that the PSTs have formed beliefs that are conducive to teaching mathematics from a problem-solving perspective, that a working relationship with the local school district did take place, and that the PETTM Project did have positive impact on teachers teaching and on students problem-solving abilities and attitudes. Six appendices comprising the bulk of the volume testing program) provide data on mathematical beliefs of PSTs, the Highland Park Teacher Questionnaire and results, profiles of five teachers, ISTEP (Indiana Statewide Testing Program) results, the Problem Solving Tests and results, and student belief interview schedules. (MDH)
Attribution Theory and Mathematics Education by Peter Kloosterman( Book )

2 editions published between 1900 and 1984 in Undetermined and English and held by 3 WorldCat member libraries worldwide

Causal attribution theory, including the concept of learned helplessness, has been used to explain student motivation and achievement in school. In this paper, a model is developed which explains how attribution theory could explain student effort and achievement in mathematics. According to the model, student perceptions of success or failure in mathematics are followed by attributions which then influence effort and finally achievement. Learned helplessness or mastery-oriented attributional styles are expected to develop when attributions are made in a consistent fashion over an extended period of time. Three directions for research relating attributions and mathematics education are also discussed. The first involves studies to validate the model, the second suggests new instruments, and the third deals with possibilities for changing students' attributional styles in mathematics. (Author)
Need Sensing, Assessing, and Validation for Science, Mathematics, Computer, and Foreign Language Education in the State of Indiana. Final Report by Peter Kloosterman( Book )

1 edition published in 1986 in English and held by 2 WorldCat member libraries worldwide

The purpose, design, and results of a study of teacher certification and qualifications for the subjects of science, mathematics, foreign language, and computer learning in Indiana are presented in this document. Sections of the report include: (1) contextual setting (explaining the federal regulations of needs assessments); (2) needs identification in public high schools (discussing the revision, administration, and results of a survey of teacher certification in science, mathematics, and foreign language and assessing the current state of computer learning as well as addressing issues of teacher quality); (3) needs identification in other areas of concern (presenting data for non-public high schools, public elementary and junior high schools, and higher education institutions); (4) assessment of needs for related groups (highlighting information on programs to increase participation of underserved student populations); and (5) implications for enhancement (summarizing and synthesizing data results into conclusions, projections, and recommendations). The document also contains a reference list, 13 appendices and 58 tables. The study concluded that most high school teachers were certified in their subject areas, but the major issue in Indiana is the quality of instruction not the process of certification. (Ml)
Excellence in Mathematics and Science Teaching for the Intermediate Grades Report of a Long-Term Inservice Project by Peter Kloosterman( Book )

1 edition published in 1988 in English and held by 2 WorldCat member libraries worldwide

From March, 1987, through June, 1988, an inservice program took place to help teachers in grades 3 through 6 improve their skills in teaching mathematics and science. The teachers, from central and southern Indiana, met for a week in June, 1987 and for 3 days in June, 1988. From October, 1987, to May, 1988, workshop staff visited classrooms of the participants to help them apply workshop ideas to their specific teaching situations. A second group of teachers was added for the June, 1988, workshops. Much of the time in the June, 1988, workshops was devoted to sharing of teaching experiences among both groups of teachers. Evaluation data from the project indicate that working with teachers over an extended period of time is an excellent inservice format. Participants spoke of the camaraderie they developed over that period and of their opportunities to try out new ideas when workshop staff were available to help with any problems. Participants who attended only the June, 1988, session found teaching suggestions coming from their peers to be realistic and useful. In addition to evaluation data, the report includes outlines of project objectives, instructional activities, project administrative activities, and recommendations for organizers of similar projects. (Author/PK)
Current Teaching Practices in Science and Mathematics in Indiana Elementary Schools. Final Report by Peter Kloosterman( Book )

1 edition published in 1987 in English and held by 2 WorldCat member libraries worldwide

In December of 1986 and January of 1987, questionnaires on teaching practices in science and mathematics were sent to elementary school principals in Indiana. The first questionnaire, completed by 301 administrators, concerned manipulative use of materials in science and mathematics. The second questionnaire, completed by 317 administrators, contained questions dealing with problem-solving instruction and use of computers in science and mathematics. Results of the study include findings that: (1) manipulatives were used to teach science more frequently in grades 3-5 than in grades k-2; (2) manipulatives were used to teach mathematics more frequently in grades k-2 than in grades 3-5; (3) problem-solving was given greater emphasis in grades 3-5 than in grades k-2 in science and mathematics; (4) computers were used for science and mathematics instruction more in grades 3-5 than in grades k-2, and (5) drill and practice was the most common application of the computer to science and mathematics instruction. Tables are provided in the text; copies of the questionnaires are included in the appendix. (Author/TW)
Sex-Related Differences in Students' Reactions to Failure on Algebra Word Problems by Peter Kloosterman( Book )

1 edition published in 1985 in English and held by 2 WorldCat member libraries worldwide

Learned helplessness is a variable which has commonly been considered in research on sex-related differences in mathematics achievement. In this study, learned helplessness has been defined in terms of a debilitating or facilitating response resulting from failure on mathematical word problems. The construct has been called Performance Following Failure (pff) to distinguish it from attributional definitions of learned helplessness. Algebra students (n=124) were given an ability measure, a mathematics achievement measure, and a pff measure. Results showed that: (1) females (n=61) scored significantly lower than males (n=63) on the pff measure, that is, they were more learned helpless; and (2) pff was related to mathematics achievement for females but not for males. These findings indicated that a sex-related difference in pff may be stronger than would have been expected from the related literature. It is suggested that pff is a variable which needs to be considered when discussing sex-related differences in variables related to mathematics achievement. (Author/JN)
Mathematics for the 21st Century Preparing Elementary Teachers. Final Report to the Indiana Department of Education by Peter Kloosterman( Book )

1 edition published in 1989 in English and held by 2 WorldCat member libraries worldwide

A number of recent reports have called for increased teaching of "problem solving" and "critical thinking," particularly at the elementary level. This paper provides descriptive and evaluative data on a 9-month inservice program in mathematics for 89 elementary school teachers and 6 elementary school principals from 22 different schools. The primary delivery system for the project was six 4-hour workshops by nationally known experts in elementary mathematics education. Topics for the workshops included cooperative learning, teaching problem solving, use of manipulatives, teaching basic skills, and teaching estimation skills. There was extensive interaction and follow-up with the 24 teachers at one elementary school while follow-up at other schools was limited. In addition to documenting the effectiveness of the program, this report is intended as a "how to" guide for school personnel interested in carrying out a similar inservice workshop series. Major sections included are: (1) "Background"; (2) "Need for the Project"; (3) "Overview of the Project"; (4) "Project Objectives"; (5) "Project Activities"; (6) "Project Evaluation"; and (7) "Budget Summary." Appendices include: "Description of the National Science Foundation Project Currently Under Way at the Mathematics Education Development Center"; "Workshop Series Brochure"; and "Evaluation Instruments." (Author/YP)
Is the achievement gap in Indiana narrowing? by Terry E Spradlin( Book )

1 edition published in 2005 in English and held by 1 WorldCat member library worldwide

In this Special Report, the Center for Evaluation and Education Policy at Indiana University examines the factors that contribute to student achievement gaps, defines the scope of the achievement gaps that exist in Indiana, evaluates whether these gaps are narrowing or will persist as Neal suggests, and offers strategies that have been identified as best practices in closing the gaps. Additionally, the perspectives of Dr. Suellen Reed, State Superintendent of Public Instruction, and three local school officials highlight effective practices and necessary strategies that will ensure sound educational opportunities for all students. Contains 39 color enhanced graphs. [This report produced by the Center for Evaluation and Education Policy, Indiana University.]
2013 NAEP : How Does Indiana Compare? : Education Policy Brief. Volume 12, Number 1, Winter 2014 by Michael Roach( Book )

1 edition published in 2014 in English and held by 1 WorldCat member library worldwide

Known as "the Nation's Report Card," the National Assessment of Educational Progress (NAEP) is the U. S. Government assessment used since the late 1960s to measure student achievement in many subject areas, including mathematics, reading, science, and United States history. Different subject areas are assessed each year, and data have been available for all states plus the District of Columbia and Department of Defense Schools since the mid 1990s. The 2013 NAEP assessed mathematics and reading performance. Indiana ranked in the top four for increase in average scale scores from 2011 to 2013 for grade 4 mathematics (with Tennessee, the District of Columbia, and Arizona) and grade 4 reading (with Tennessee, the District of Columbia, and Minnesota). The increase in grade 8 scores was less impressive, but Indiana's improvement was still strong, ranking in the top 8 for mathematics and the top 15 for reading. Indiana has a history of doing reasonably well on national and international assessments. Credit for Indiana's success in assessments has been attributed to Indiana's work to raise standards and target teacher effectiveness. Despite claims that the jump in Indiana's 2013 NAEP results were due to state-level policy changes, the data show that the gains are not that much different from those of past years. Rather than recent changes in state policy, it is likely that teachers, parents, better curricula, and higher standards--factors that have been important for a long time--are the drivers of these trends. This report provides details of the 2013 Indiana NAEP results followed by commentary on the extent to which state-level policies and priorities had an impact on those results. A list of web resources is included
Mathematical thinking : from assessment items to challenging tasks( Book )

2 editions published in 2019 in English and held by 0 WorldCat member libraries worldwide

This book provides classroom activities for elementary and middle school based on National Assessment of Educational Progress project items
 
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Languages
English (29)