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Teacher Perceptions Of The Impact Of Vertical Non-Permanent Surfaces In Mathematics Classrooms, Michelle Mikes
Teacher Perceptions Of The Impact Of Vertical Non-Permanent Surfaces In Mathematics Classrooms, Michelle Mikes
Ed.D. Dissertations
The historical, traditional mathematics classroom of students sitting in rows receiving information from the teacher and working individually was still prevalent in the 21st century. Many teachers had resorted to student-centered activities to engage passive students, but the minimal progress of math achievement of United States students denoted a need for the reform of the traditional mathematics classroom. In this multi-site, multi-case qualitative study, I explored teacher perceptions of the use of vertical non-permanent surfaces on the impact of engagement, including the use of formative assessment and feedback with mathematics students, and the lesson structure of 360 Degree Math. The …
Middle School Teachers’ Perceptions Of The Influence Of High Stakes Testing On Instructional Practices And Student Learning And Engagement In Rural Southwest Virginia, Kelli Mooney
Ed.D. Dissertations
In this qualitative study, I examined teachers’ perceptions of the influence of high stakes testing on instructional practices and student learning and engagement in middle schools in rural Southwest Virginia. Fourteen middle school teachers from three middle schools completed questionnaires, and seven teachers submitted lesson plans as part of this study. I analyzed the data and determined teachers expressed negative perceptions of the effects of high stakes testing on student learning and engagement. Teachers also stated high stakes testing limited instructional practices used in classrooms. Teachers perceived current instructional practices were not conducive for active student learning and engagement; however, …