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Accelerated Growth: A Case Study Of Teacher Beliefs And Instructional Strategies That Promote Achievement For Students Of Color, Astein K. Osei
Accelerated Growth: A Case Study Of Teacher Beliefs And Instructional Strategies That Promote Achievement For Students Of Color, Astein K. Osei
All Graduate Theses, Dissertations, and Other Capstone Projects
This study examined the beliefs and instructional strategies that promote accelerated achievement for students of color in a suburban Minneapolis district. The research aimed to identify the beliefs and instructional strategies that lead to traditionally marginalized populations of students in grades 2-5 demonstrating growth on the Measures of Academic Progress (MAP) assessment. The study affirmed that teacher beliefs and instructional practices matter when attempting to create academic growth for traditionally marginalized groups of students. During the study several themes surfaced in relationship to the importance of educator beliefs and instructional practices.
The Curriculum Orientations Of Secondary Stem Teachers And Their Beliefs About Sound Grading, Nathan D. Dean
The Curriculum Orientations Of Secondary Stem Teachers And Their Beliefs About Sound Grading, Nathan D. Dean
Boise State University Theses and Dissertations
This study explored two questions: 1) In what ways are the curriculum orientations of STEM teachers predictive of their beliefs regarding sound grading practices? and 2) How do STEM teachers who have received formal training in assessment differ in their grading beliefs from those who have not? A survey instrument was issued to a sample of secondary science and mathematics teachers (n=89) taken from a metropolitan, northwestern school district. The subsequent analyses showed a significant relationship between the self-actualization orientation and the inclusion of non-academic factors when assigning grades. It was also found that participants who had received formal assessment …