This list contains abstracts of 17 dissertations (selected from among 133 available from 1985 through 2004) as best representing the intersections of "mathematics education" and "rural education." In fact, just two dissertations exhibit research methods, analyses, findings, and interpretations that richly or fully portray the intersection. (Read more about the selection process.)

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All Abstracts are in Word format (.doc).

1. Soltys, S. (2004). The use and impact of calculators on standardized standards-based mathematics assessments:  A study of the Pennsylvania System of School Assessment.  (Temple University)

2. Winters, J.  (2003).  An examination of eighth- and twelfth-grade students' mathematics achievement in relation to school locale, county location, looping status, SES, grade and class size, and access to upper-level mathematics courses in Tennessee.  (University of Tennessee)

3. Nix, T. W. (2000). The Carroll model of school learning as a predictor of student growth in math achievement in rural, suburban, and urban, public high schools: A value-added, multi-level approach. (University of Alabama)

4. Browning, A. J. (1999). Questions of equity: Questions of equity: Kentucky authentic assessment reading and mathematics results compared by sex and location. (University of Kentucky)

5. Ma, Y. (1999). A case study of the implemented mathematics curriculum in urban and rural primary schools in China. (Chinese University of Hong Kong, People's Republic of China; available only in Chinese)

6. Luebeck, J. L. (1998). Distance-mediated mentoring: A telecommunication- supported model for novice rural mathematics and science teachers. (Montana State University)

7. Ullah, H (1998). The influence of family and school on mathematics achievement in four selected rural areas of Pakistan. (University of Maryland)

8. Joshi, H. (1997). Determinants of mathematics achievement using structural equation modeling. (University of Alberta)

9. Khalid, M. N. (1997). Factors affecting mathematics achievement in Malaysian schools. (Indiana University)

10. Molepo, J. M. (1997). The role of mathematics in developing rural and tribal communities in South Africa. (University of Pretoria, South Africa)

11. Enon, J. C. (1995). Teacher efficacy: Its effects on teaching on teaching practices and student outcomes in mathematics. (University of Alberta)

12. Sanders, R. (1995). A case study of the algebra project's community development component. (Columbia University Teachers College)

12. Saulinggi, S. (1995). The relationships between school and out-of-school factors and mathematics achivement of students in Indonesian Primary Schools. (University of Pittsburgh)

13. Duncan, L. H.(1994). National Education Goal #4: Is Geogia's teaching force adequate? (University of South Carolina)

14. Christou, C. P. (1993). Problem-solving instruction in rural and urban middle schools in Cyprus: The effects of an NCTM standards based approach (Rural Middle Schools). (The University of Toledo)

15. Rasimas, J. A. (1993). TELLS (Testing For Essential Learning and Literacy Skills): The impact and imprications of a state-mandated remedial program (literacy). (University of Pennsylvania)

16. Davis, J. C. (1992). Young children's mathematical knowledge in Benin and the United States. (Columbia University Teachers College)

17. Raley, J. E. (1992). The relationship between test scores of Mississippi high school students on the ACT assessment program mathematics test and credits earned in high school mathematics courses (student assessment). (Mississippi State University)

The dissertation citations and abstracts contained here are published with permission of ProQuest Information and Learning Company. Further reproduction is prohibited without permission.

updated 1.10.5