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The Effect Of Formal Pedagogical Training Of Mathematics Faculty On Community College Student Success And Retention, Douglas Neal Donohue
The Effect Of Formal Pedagogical Training Of Mathematics Faculty On Community College Student Success And Retention, Douglas Neal Donohue
Theses and Dissertations
This study examined the correlation between the proportion of full time mathematics faculty with formal pedagogical training at eight Mississippi public community colleges named to the Aspen Foundation list of the top 150 community colleges in the United States and the proportion of developmental math students who successfully completed a college algebra course in their 1st year, the proportion of students who graduated within 4 years, and the proportion of 1st-time full-time students who returned for the 2nd year. After collecting data from 6 of the 8 colleges, a correlational analysis revealed no statistically significant relationships between the proportion of …
Responsiveness Of Elementary-Aged Students, With And Without Specific Learning Disabilities, To Interventions For Mathematics Calculation, Masanori Ota
Theses and Dissertations
The Response to Intervention (RtI) model is an identification model for Specific Learning Disability (SLD), one of the 13 disability categories identified under the Individual with Disabilities Education Act (IDEA) of 2004. The RtI model has been proposed as an alternative model to the discrepancy model (e.g., intelligence quotient-achievement discrepancy model). In the RtI model, students’ responsiveness (e.g., levels of performance and slopes of progress) yields their eligibility for special education. However, to date, research that examined the validity of the RtI model (e.g., examination of intervention responsiveness with students with academic deficits) has been limited in the area of …
A Comparison Of Academic Achievement And Retention Of Community College Students In College Algebra After Completion Of Traditional Or Technology-Based Instruction, Jennifer Ferrill Seal
A Comparison Of Academic Achievement And Retention Of Community College Students In College Algebra After Completion Of Traditional Or Technology-Based Instruction, Jennifer Ferrill Seal
Theses and Dissertations
This study was designed to compare the success rates in College Algebra between two groups of students attending a Mississippi community college. Eighty students enrolled in a College Algebra course were taught using traditional instructional techniques, and 70 students received technology-enhanced instruction. This study considered the effects of grade scores on a mathematics-achievement pretest and posttest, student attitudes toward mathematics, time-on-task while using technology during mathematics study, mathematics subscores on the American College Test, and withdrawal rates. Data collected for this study were derived from the official transcripts of students enrolled in spring 2007 College Algebra classes of a Mississippi …
A Comparison Of Traditional Instruction And Standards-Based Instruction On Seventh-Grade Mathematics Achievement, Manika Deshawn Kemp
A Comparison Of Traditional Instruction And Standards-Based Instruction On Seventh-Grade Mathematics Achievement, Manika Deshawn Kemp
Theses and Dissertations
The purpose of this study was to determine if method of instruction, standards-based or traditional, had an impact on student mathematics achievement. More specifically, this study sought to determine if students taught using the JBHM Achievement Connections® standards-based method of instruction would show higher academic gain than students taught using a traditional method of instruction through the use of Mathematics: Applications and Connections, Course 2® in seventh-grade. The research design was a quasi-experimental design, with 65 students participating. Group A received a traditional method of instruction through the use of Mathematics: Applications and Connections, Course 2 and Group B received …
Improving A Second Grade Student's Number Sense: An Instructional Intervention, Elizabeth Leigh Mathews
Improving A Second Grade Student's Number Sense: An Instructional Intervention, Elizabeth Leigh Mathews
Theses and Dissertations
The purpose of this qualitative case study was to help a second grade student, who struggled with mathematics but excelled in reading, to develop a conceptual understanding of number sense, using a teacher researcher-created intervention. The five-step, one-on-one intervention included the following: (1) use trade books to build mathematical knowledge and vocabulary (2) teacher modeling of concepts, (3) guided practice with manipulatives, (4) review using games and a ?Fact Pack?, and (5) journal writing to explain concepts. The Early Mathematics Assessment-3 (TEMA-3) was used as a pre- and post-test assessment the student?s mathematical knowledge. Other data included transcriptions of audio …
Evaluation Of The Effects Of A Curriculum-Based Math Intervention Package With Elementary School-Age Students In A Summer Academic Clinic, Nicholas E. Hoda
Evaluation Of The Effects Of A Curriculum-Based Math Intervention Package With Elementary School-Age Students In A Summer Academic Clinic, Nicholas E. Hoda
Theses and Dissertations
The purpose of this study was to empirically evaluate the effects of the Math to Mastery intervention package versus the effects of immediate corrective feedback with elementary school students who were performing at least one year below grade level in mathematics. Students were participants in a one-month summer academic clinic for remediation of reading, writing, and mathematics deficits held at a university in the southeastern United States. A combined-series multiple baseline design across participants was used to evaluate the effects of both interventions for gains in fluency as measured by digits correct per minute on one minute curriculum-based measurement probes. …
The Experiences Of A Rural Mississippi Mathematics Teacher: A Case Study, John Hamilton Lamb
The Experiences Of A Rural Mississippi Mathematics Teacher: A Case Study, John Hamilton Lamb
Theses and Dissertations
This study investigates my experiences as a rural Mississippi secondary mathematics teacher. The culture surrounding accountability testing and rural education as well as student perceptions of my mathematics instruction and classroom management were investigated. With recent educational legislation such as the No Child Left Behind Act of 2001, teachers and students are experiencing education differently than teachers and students of the past. Through this basic interpretive case study, I sought to increase the limited research surrounding student perceptions of rural mathematics instruction and accountability testing and to provide a descriptive image of teaching in this rural school. The students, administrators, …