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Articles 1  22 of 22
FullText Articles in Education
Comparing Two Different Student Teaching Structures By Analyzing Conversations Between Student Teachers And Their Cooperating Teachers, Niccole Suzette Franc
Comparing Two Different Student Teaching Structures By Analyzing Conversations Between Student Teachers And Their Cooperating Teachers, Niccole Suzette Franc
Theses and Dissertations
Research has shown that preservice teachers participating in traditional student teaching programs tend to focus on classroom management, with very little focus on student mathematical thinking. The student teaching program at BYU has been redesigned in the hopes of shifting the focus of student teachers away from classroom management toward student mathematical thinking. This study compared conversations between student teachers and cooperating teachers before and after the redesign of the program to work towards determining the effectiveness of the refocusing of the new student teaching program. The study found that STs and CTs in the different student teaching structures were ...
Longitudinal Analysis Of Standardized Test Scores Of Students In The Science Writing Heuristic Approach, Niphon Chanlen
Longitudinal Analysis Of Standardized Test Scores Of Students In The Science Writing Heuristic Approach, Niphon Chanlen
Theses and Dissertations
The purpose of this study was to examine the longitudinal impacts of the Science Writing Heuristic (SWH) approach on student science achievement measured by the Iowa Test of Basic Skills (ITBS). A number of studies have reported positive impact of an inquirybased instruction on student achievement, critical thinking skills, reasoning skills, attitude toward science, etc. So far, studies have focused on exploring how an intervention affects student achievement using teacher/researchergenerated measurement. Only a few studies have attempted to explore the longterm impacts of an intervention on student science achievement measured by standardized tests.
The students' science and reading ITBS ...
Elementary Teachers' Assessment Actions And Elementary Science Education: Formative Assessment Enactment In Elementary Science, David Riley Pierson
Elementary Teachers' Assessment Actions And Elementary Science Education: Formative Assessment Enactment In Elementary Science, David Riley Pierson
Theses and Dissertations
A comparative case study was conducted of two elementary science teachers' enactment of a formative assessment strategy, known as Reflective Assessment. Qualitative analysis of three data sources addressed the two research questions of the differences in enactment of RA and what those differences look like. This study suggests that differences do exist in how teachers implement formative assessment in the enactment of the same science curricula, though further investigation into this is needed.
Environmental Literacy Of Sixth Grade Students In Arkansas: Implications For Environmental Education Reform, Lisa Suzanne Wood
Environmental Literacy Of Sixth Grade Students In Arkansas: Implications For Environmental Education Reform, Lisa Suzanne Wood
Theses and Dissertations
Environmental education must be better integrated into K12 curriculum to advance environmental literacy. Producing a citizenry that can understand and address the complex environmental issues facing the world today and in the future is essential to sustainable life on this planet.
Using the Middle School Environmental Literacy Survey, 6th grade students across Arkansas were surveyed to obtain a baseline measure of environmental literacy based on the four domains of environmental literacy included in the survey; ecological knowledge, environmental affect, cognitive skills, and behavior. Individual domain scores were combined into a composite environmental literacy score. Results were then compared to the ...
Beliefs And Instructional Practices Of Four Community College Remedial Mathematics Instructors, Robin Marie Wucherer
Beliefs And Instructional Practices Of Four Community College Remedial Mathematics Instructors, Robin Marie Wucherer
Theses and Dissertations
BELIEFS AND INSTRUCTIONAL PRACTICES OF FOUR COMMUNITY COLLEGE REMEDIAL MATHEMATICS INSTRUCTORS
Robin M. Wucherer
285 Pages August 2011
In an extension of research linking teachers' beliefs about mathematics and their instructional practices at the Prek12 level, the present study examined and documented both the beliefs and instructional practices of four community college instructors who teach remedial mathematics. Data was collected through survey, observations, interviews, and classroom artifacts. The results of the survey, the Modified Standards Based Belief Instrument (MSBI), showed onethird of 39 community college mathematics instructors had beliefs about mathematics and the teaching and learning of mathematics that aligned ...
The Effects Of An Undergraduate Algebra Course On Prospective Middle School Teachers' Understanding Of Functions, Especially Quadratic Functions, Jonathan Taniola Duarte
The Effects Of An Undergraduate Algebra Course On Prospective Middle School Teachers' Understanding Of Functions, Especially Quadratic Functions, Jonathan Taniola Duarte
Theses and Dissertations
Although current reform movements have stressed the importance of developing prospective middle school mathematics teachers' subject matter knowledge and understandings, there is a dearth of research studies with regard to prospective middle school teachers' confidence and knowledge with respect to quadratic functions. This study was intended to fill this void. It generated information on prospective teachers' knowledge of quadratic functions as well as of their confidence to answer questions involving quadratic equations and multiple representations of functions.
The study employed a multipleperspectives design, with data being collected from different vantage points  documents, pre and postteaching tests, artifacts, interviews, classroom observations ...
Exploring The Mathematical Knowledge For Teaching Of Japanese Teachers, Ratu Jared R. T. Bukarau
Exploring The Mathematical Knowledge For Teaching Of Japanese Teachers, Ratu Jared R. T. Bukarau
Theses and Dissertations
In the past two decades there has been an increased effort to understand the depth to which mathematics teachers must know their subject to teach it effectively. Researchers have termed this type of knowledge mathematical knowledge for teaching (MKT). Even though recent studies have focused on MKT, the current literature on the subject indicates that this area remains underdeveloped. In an attempt to further refine our conception of MKT this study looked at MKT in Japan. In this thesis I explored and categorized the MKT of three experienced Japanese cooperating teachers (CTs) by looking at the content of their conversations ...
Defining Characteristics Of An Integrated Stem Curriculum In K12 Education, Vinson Robert Carter
Defining Characteristics Of An Integrated Stem Curriculum In K12 Education, Vinson Robert Carter
Theses and Dissertations
The purpose of the study was to obtain consensus concerning the defining characteristics of integrated STEM (Science, Technology, Engineering, and Mathematics) curriculum. This study utilized a three round modified Delphi study to solicit recommendations from experts of STEM education in order to: 1) create a set of categorical and defining curricular components needed to develop and implement appropriate integrated STEM curriculum; 2) identify the characteristics that set integrated STEM education curriculum apart from singlediscipline curricula; 3) discuss the components necessary to gauge whether an initiative, project, or curriculum should be referred to as integrated STEM education; and 4) examine whether ...
The Impact Of Selected Academic And Demographic Variables On Mathematics College Readiness Predicted By Act, Marcia Sue Smith
The Impact Of Selected Academic And Demographic Variables On Mathematics College Readiness Predicted By Act, Marcia Sue Smith
Theses and Dissertations
The purpose of the study was to determine the degree to which academic and demographic variables affected the ACT results used in determining college readiness. This quantitative research study followed a nonexperimental correlational design. A multiple regression was used to analyze archival data to determine the impact the combined Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP) mathematics endofcourse (EOC) score, high school GPA, and highest mathematics class completed had on the ACT mathematics exam. In addition, a hierarchical multiple regression model was used to determine how English language learner (ELL) status and socioeconomic status (SES) impacted students' ACT performance ...
Examining Middle School Students' Statistical Thinking While Working In A Technological Environment, Melissa Arnold Scranton
Examining Middle School Students' Statistical Thinking While Working In A Technological Environment, Melissa Arnold Scranton
Theses and Dissertations
Examining Middle School Students' Statistical Thinking
While Working in a Technological Environment
Melissa Arnold Scranton
The purpose of this study was to gain a better understanding of how students think in a technological environment. This was accomplished by exploring the differences in the thinking of students while they worked in a technological environment and comparing this to their work in a paper and pencil environment. The software program TinkerPlots: Dynamic Data Exploration (Konold & Miller, 2005), a construction tool that middle school students use for data analysis was the technological environment. In both environments, types of critical, creative, and statistical thinking were characterized. Two research questions were addressed: (i) How does the critical and creative thinking of middle school students using the software program Tinkerplots differ from their thinking while using a traditional paper and pencil format? (ii) How does the statistical thinking of middle school students using the software program Tinkerplots differ from their statistical thinking while using a traditional paper and pencil format? In order to answer the research questions students in grades 6 and 7 engaged in two tasks; one worked using the Tinkerplots software and the other worked using paper and pencil. This study was guided by the interplay of two theoretical perspectives. First, was ...
Types Of Questions That Comprise A Teacher's Questioning Discourse In A ConceptuallyOriented Classroom, Keilani Stolk
Types Of Questions That Comprise A Teacher's Questioning Discourse In A ConceptuallyOriented Classroom, Keilani Stolk
Theses and Dissertations
This study examines teacher questioning with the purpose of identifying what types of mathematical questions are being modeled by the teacher. Teacher questioning is important because it is the major source of mathematical questioning discourse from which students can learn and copy. Teacher mathematical questioning discourse in a conceptuallyoriented classroom is important to study because it is helpful to promote student understanding and may be useful for students to adopt in their own mathematical questioning discourse. This study focuses on the types of questions that comprise the mathematical questioning discourse of a university teacher in a conceptuallyoriented mathematics classroom for ...
Teacher Challenges, Perceptions, And Use Of Science Models In Middle School Classrooms About Climate, Weather, And Energy Concepts, Morgan Brown Yarker
Teacher Challenges, Perceptions, And Use Of Science Models In Middle School Classrooms About Climate, Weather, And Energy Concepts, Morgan Brown Yarker
Theses and Dissertations
Research suggests that scientific models and modeling should be topics covered in K12 classrooms as part of a comprehensive science curriculum. It is especially important when talking about topics in weather and climate, where computer and forecast models are the center of attention. There are several approaches to model based inquiry, but it can be argued, theoretically, that science models can be effectively implemented into any approach to inquiry if they are utilized appropriately. Yet, it remains to be explored how science models are actually implemented in classrooms. This study qualitatively looks at three middle school science teachers' use of ...
Investigating The Shifts In Thai Teachers' Views Of Learning And Pedagogical Practices While Adopting An ArgumentBased Inquiry Approach, Nattida Promyod
Investigating The Shifts In Thai Teachers' Views Of Learning And Pedagogical Practices While Adopting An ArgumentBased Inquiry Approach, Nattida Promyod
Theses and Dissertations
The purpose of this study was to investigate the shift of Thai teachers' views of learning and their pedagogical practices from the traditional approach to be more centered on an argumentbased inquiry approach (ABI) in Thai classrooms, where teachers and learners have long been familiar with the lecturebased tradition. Other than examining the changes, the study further explored the relationship throughout the ABI implementation phase with a specific focus on driving questions, problem solving and reasoning, and establishing a supportive learning environment.
The study was conducted in Thailand with five physics teachers. Data collection involved classroom observations and teacher interviews ...
Student Understanding Of Limit And Continuity At A Point: A Look Into Four Potentially Problematic Conceptions, Miriam Lynne Amatangelo
Student Understanding Of Limit And Continuity At A Point: A Look Into Four Potentially Problematic Conceptions, Miriam Lynne Amatangelo
Theses and Dissertations
Mathematics students and teachers are familiar with the difficulty of learning and teaching concepts of continuity and limits. Research has expanded our knowledge of how students think about these concepts, including different conceptions and metaphors students use to reason about continuity and limits at a point. From the literature I have identified four potentially problematic conceptions (PPCs) students may use when reasoning about limit and continuity at a point. Questionnaires were administered to 861 BYU students in various mathematics courses to determine how prevalent and persistent the PPCs are among the students in each course. Interviews were conducted with nine ...
An Analysis Of The Common Core State Standards For Mathematics And The Content Of Math 095: Essentials Of Algebra At The University Of WisconsinMilwaukee, Hayley Nathan
Theses and Dissertations
In this analysis we present the content in Math 095: Essentials of Algebra at the University of WisconsinMilwaukee that is aligned to the Common Core State Standards for Mathematics. We find that the content in Math 095 is aligned to a small subset of the high school Number and Quantity, Algebra, and Function standards. We present a representative sample of homework and assessment items from the traditional lecture format of Math 095 and compare them to assessment items released by the Smarter Balanced Assessment Consortium and Illustrative Mathematics. We then discuss content from the Common Core State Standards for Mathematics ...
Determining The Alignment Of Math 105  Intermediate Algebra At The University Of WisconsinMilwaukee To The Goals Of The Common Core State Standards, Raymond Dempsey
Determining The Alignment Of Math 105  Intermediate Algebra At The University Of WisconsinMilwaukee To The Goals Of The Common Core State Standards, Raymond Dempsey
Theses and Dissertations
In this analysis we examine the Common Core State Standards for Mathematics and compare them to content presented in Math 105  Intermediate Algebra at the University of WisconsinMilwaukee, in order to determine how well the UWMilwaukee course develops the skills described in the standards. This is done by examining the structure, textbook content, and assessments of the course. Examining relevant high school standards, we determine that many of the procedural elements of these standards are present in the course while many of the conceptual elements are absent or poorly developed. After, we discuss content that is present in the course ...
Do Teacher Characteristics Affect Student Achievement? Evidence From A Rural State, James V. Shuls
Do Teacher Characteristics Affect Student Achievement? Evidence From A Rural State, James V. Shuls
Theses and Dissertations
Using a unique dataset, this dissertation analyzes the relationship between observable teacher characteristics and teacher effectiveness. Effectiveness is measured as a teacher's ability to improve student achievement on a standardized test. This analysis focuses on teachers of math and science at the elementary and middle school levels, as well as teachers of algebra, geometry, and 11th grade English language arts. The sample is drawn from Arkansas, a state that has a much more rural population than other states and cities where this type of analysis has been conducted in the past. For the analysis I am unable to link ...
Math, Science, And Social Studies Teachers' Attitudes Toward Diversity And Accommodation Of Diversity With Reference To Culturally And Linguistically Diverse Seventh, Eighth, And Ninth Grade Students In A MidSouth State, Nadia Khrais
Theses and Dissertations
The purpose of this study was exploring seventh, eighth, and ninth grade teachers' attitudes and beliefs in response to classroom diversity and how that is reflected on their instruction, learning styles, communication patterns, instrumental materials, and assessment patterns in math, science, and Social studies subject areas. In this mixedmethod research, the designed survey consisted of 59 questions based on Likert scale and obtained information of ten demographic factors. The survey was delivered in two formats (online link and hard copy) to the participating schools in three urban school districts in a MidSouth State. The survey data were analyzed by using ...
Comparing The Impact Of Traditional And Modeling College Algebra Courses On Student Performance In Survey Of Calculus, Jerry West
Theses and Dissertations
Students in higher education deserve opportunities to succeed and learning environments which maximize success. Mathematics courses can create a barrier for success for some students. College algebra is a course that serves as a gateway to required courses in many bachelor's degree programs. The content in college algebra should serve to maximize students' potential in utilizing mathematics and gaining skills required in subsequent mathbased courses when necessary. The Committee for Undergraduate Programs in Mathematics has gone through extensive work to help mathematics departments reform their college algebra courses in order to help students gain interest in the utilization of ...
Characterizing The Changes In Teaching Practice During First Semester Implementation Of An ArgumentBased Inquiry Approach In A Middle School Science Classroom, Brian Robert John Pinney
Characterizing The Changes In Teaching Practice During First Semester Implementation Of An ArgumentBased Inquiry Approach In A Middle School Science Classroom, Brian Robert John Pinney
Theses and Dissertations
The purpose of this study was to characterize ways in which teaching practice in classroom undergoing first semester implementation of an argumentbased inquiry approach changes in wholeclass discussion. Being that argument is explicitly called for in the Next Generation Science Standards and is currently a rare practice in teaching, many teachers will have to transform their teaching practice for inclusion of this feature. Most studies on ArgumentBased Inquiry (ABI) agree that development of argument does not come easily and is only acquired through practice.
Few studies have examined the ways in which teaching practice changes in relation to the big ...
Teaching Algebra Through Functional Programming:An Analysis Of The Bootstrap Curriculum, Robert Lee
Teaching Algebra Through Functional Programming:An Analysis Of The Bootstrap Curriculum, Robert Lee
Theses and Dissertations
Bootstrap is a computerprogramming curriculum that teaches students to program video games using Racket, a functional programming language based on algebraic syntax. This study investigated the relationship between learning to program video games from a Bootstrap course and the resulting effect on students' understanding of algebra. Courses in three different schools, lasting about six weeks each, were studied. Control and treatment groups were given a pre and post algebra assessment. A qualitative component consisting of observations and interviews was also used to further triangulate findings. Statistical analysis revealed that students who completed the Bootstrap course gained a significantly better understanding ...
Professional Development As A Community Of Practice And Its Associated Influence On The Induction Of A Beginning Mathematics Teacher, Savannah O. Steele
Professional Development As A Community Of Practice And Its Associated Influence On The Induction Of A Beginning Mathematics Teacher, Savannah O. Steele
Theses and Dissertations
This qualitative study analyzes a professional development course and its associated influence on the induction of a beginning mathematics teacher from a sociocultural perspective. Specifically, it examines whether a specific high school mathematics professional development course formed a community of practice through the elements of mutual engagement, joint enterprise, and shared repertoire. A community of practice is an inherently sociocultural framework. The results show how each element was present in the professional development, indicating that a community of practice had formed. Using those three elements of community of practice, the study further analyzes the induction of one firstyear teacher, Sarah ...