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Teaching Practices, Institutional Cultures, And Access To Music Learning, Jonah Garcia
Teaching Practices, Institutional Cultures, And Access To Music Learning, Jonah Garcia
Honors Scholar Theses
The mission of the National Association for Music Education is “to advance music education by promoting the understanding and making of music by all” (NAfME, n.d.-b). Despite these aspirations of equality, research suggests that both demographics and geography have a role in determining who is able to participate and who will choose to participate in school music (Elpus & Abril, 2019; Salvador and Allegood, 2014). This study examined the factors that influence school music participation and the representation of student populations in the music programs of two Connecticut secondary schools. Names of schools and participants have been changed to preserve …
The New York City Teaching Fellows Program: A Case Study In Alternative Certification In Mathematics, Brian Evans
The New York City Teaching Fellows Program: A Case Study In Alternative Certification In Mathematics, Brian Evans
NERA Conference Proceedings 2009
The purpose of this study is to understand the mathematical content knowledge new teachers have before and after taking a mathematics methods course in the New York City Teaching Fellows program. Further, the purpose is to understand attitudes toward mathematics Teaching Fellows have over the course of the semester. Findings revealed a significant increase in mathematical content knowledge and positive attitudes toward mathematics. Relationships were found between attitudes and self-efficacy. Finally, Teaching Fellows found that classroom management was the biggest issue in their teaching, and that problem solving and numeracy were the most important topics addressed in the methods course.
Rigorous Curriculum And Sat, Feifei Li, Thanos Patelis, Robert Lissitz
Rigorous Curriculum And Sat, Feifei Li, Thanos Patelis, Robert Lissitz
NERA Conference Proceedings 2008
The main purposes of this study are to investigate the relation between course-taking pattern and the SAT score, and examine the invariance of this relation across subgroups. In addition, we are also going to verify the accuracy of self-reported information from the SAT Questionnaire by examining the actual high school transcripts, and build the link between SAT and the achievement by correlating SAT scores with state assessment scores. If the SAT score is a function of high school course-taking behaviors regardless of students' gender, socioeconomic status (SES) and ethnicity, every student should be provided with equal opportunity for rigorous curriculum.