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School Leaders’ Transformational Strategies For Successfully Preparing For Algebra I In Eighth Grade, Brooke Humphrey
School Leaders’ Transformational Strategies For Successfully Preparing For Algebra I In Eighth Grade, Brooke Humphrey
Educational Policy Studies Dissertations
Algebra I is considered a gateway course that provides students with additional opportunities for accelerated mathematics at the secondary level. Algebra I in eighth grade is a strategy that has been previously implemented to provide these additional opportunities and yielded mixed results. Drawing from Burn’s (1978) transformational leadership theory, this study explores the strategies of educational leaders that have led to success for a broad scale implementation of Algebra I for all eighth graders. Qualitative data was collected from schools that meet three criteria: increased enrollment of students in Math 6 Enhanced from the 2020-2021 school year to the 2021-2022 …
The Common Core To Common Folks: An Exploration Of The Perceptions Of High School Mathematics Teachers Of The Common Core State Standards In Mathematics, Alfred J. Taylor
The Common Core To Common Folks: An Exploration Of The Perceptions Of High School Mathematics Teachers Of The Common Core State Standards In Mathematics, Alfred J. Taylor
Educational Policy Studies Dissertations
The authors of the Common Core State Standards in Mathematics (CCSSM) contend that the implementation of this framework is a much needed step towards the ability of the United States to remain globally competitive. This study examined the perceptions of mathematics teachers regarding the CCSSM, as well as the implementation of those standards and the implications for school leaders. Thirteen high school mathematics teachers in three different high schools in a large suburban school district in Georgia were involved in the study. An embedded single case study design was utilized to explore this issue. Data were collected from focus group …
Student Achievement In Science And Mathematics In Urban Professional Develpment Schools During First Year Of Implementation, Susan L. Ogletree
Student Achievement In Science And Mathematics In Urban Professional Develpment Schools During First Year Of Implementation, Susan L. Ogletree
Educational Policy Studies Dissertations
Using a quasi-experimental design, the author examined the effects of the Professional Development School Partnerships Deliver Success educational model on student academic achievement in science and mathematics in 12 high-needs, urban elementary, middle, and high schools in the southeastern United States. Student achievement was measured for first to eighth grade students by the State Criterion-Referenced Competency Test and for 11th-grade students by the State High School Graduation Test. 6 ANOVAs were used to compare baseline and year 1 performance data. Student ethnicity was used to disaggregate the data to investigate the extent, if any, to which achievement gaps narrowed. For …