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Teachers’ Experiences Of Georgia’S Early Math Intervention Program: A Phenomenological Study, Rachel Scott
Teachers’ Experiences Of Georgia’S Early Math Intervention Program: A Phenomenological Study, Rachel Scott
Doctoral Dissertations and Projects
The purpose of this phenomenological study was to investigate the perceptions that K-5 teachers have toward Georgia’s mandated Early Intervention Math Program (EIP) on at risk learners in an elementary school in a rural, North Georgia community. The following questions guided the study: 1. How do K-5 teachers describe their experience with Georgia’s Early Intervention Math Program as an early math intervention for at-risk learners? 2. How do participants describe their experiences with Georgia’s EIP regarding student math preparedness? 3. How do participants perceive the EIP program in comparison to the regular education math program? The setting for this study …
Evaluating The Effectiveness Of An Intervention Mathematics Class For Low Achieving Middle School Students In Northwest Georgia, Johnnie Coats
Evaluating The Effectiveness Of An Intervention Mathematics Class For Low Achieving Middle School Students In Northwest Georgia, Johnnie Coats
Doctoral Dissertations and Projects
High-stakes testing has become crucial in public education, requiring students to meet increasingly higher standards, regardless of their ability levels. This causal-comparative study sought to determine the effectiveness of an intervention mathematics course in the middle school setting for at-risk, sixth grade students. The Georgia Criterion Referenced Competency Test (CRCT) math scores of 143 at-risk students enrolled in a remediation mathematics course were compared to scores from a control population of 143 at-risk students who did not participate in the class. Math scores from the 2008 administration of the CRCT test were used as covariates, and comparisons were made using …