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Experiment In Small-Group Homework Tutoring For Remedial Mathematics Students: Preliminary Results, Alice W. Cunningham, Olen Dias, Nieves Angulo
Experiment In Small-Group Homework Tutoring For Remedial Mathematics Students: Preliminary Results, Alice W. Cunningham, Olen Dias, Nieves Angulo
Publications and Research
This paper presents the preliminary results of an 18-section experiment conducted during the Fall 2010 semester regarding the impact of small-group homework-completion tutoring on the performance of Hostos’ remedial mathematics students. The research in question was performed pursuant to a grant, Improving Undergraduate Mathematics Learning: The Effect of Small-Group Homework Tutoring on Remedial Mathematics Learning, from the CUNY Central Office of Academic Affairs. Permission from Hostos’ Institutional Review Board was granted for the conduct of the experiment and for the dissemination of the results.
Employing Cogenerative Dialogue To Share Classroom Authority, Edward Lehner
Employing Cogenerative Dialogue To Share Classroom Authority, Edward Lehner
Publications and Research
In America’s high schools, particularly in large urban centers, racial and social class differences separating a teacher and students can create classroom management concerns that could seriously impede upon learning. These classroom management difficulties may branch from the misalignment between a teacher’s instructional methods and students’ learning approaches. This research reports data gathered from a New York City High School Suspension Center during a 9 month school year, including results from 56 focus group interviews and 300 hours of classroom observation. The data analysis reveals that classroom behavioral problems and authority concerns are prominent themes in this school. Informed by …
Critical Teaching In The Library, Alycia Sellie
Critical Teaching In The Library, Alycia Sellie
Publications and Research
No abstract provided.