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Middle School Teachers' Perceptions About Reading Achievement, Brenielle Williams
Middle School Teachers' Perceptions About Reading Achievement, Brenielle Williams
Walden Dissertations and Doctoral Studies
Reading skills assessments have demonstrated that middle-grade Mississippi school children are on average two full grade levels or more below grade reading levels. This qualitative case study in one urban county Mississippi school district with decreasing literacy scores examined teachers' perceptions of evidence-based literacy instruction methods, which may improve literacy problem in this district. The constructive learning theory provided the conceptual framework for this study. The research questions addressed teacher perceptions regarding recommended instructional strategies, limiting factors in student literacy, and suggestions about improving literacy teaching. Ten middle-grade teachers from 3 district schools participated in semi-structured interviews on research-based instructional …
Traditional Versus Nontraditional Instructional And Assessment Differences In 8th-Grade History-Social Science Achievement, John David Landers
Traditional Versus Nontraditional Instructional And Assessment Differences In 8th-Grade History-Social Science Achievement, John David Landers
Walden Dissertations and Doctoral Studies
In southern California school districts, 8th grade students in history-social science (H-SS) classes did not perform well on the California Standards Test (CST). To improve student performance, middle school H-SS teachers in some districts received staff development in the use of authentic assessment, the understanding and application of multiple intelligences theory, and the application of a student centered focus in lesson design and instruction. The purpose of this comparative pretest/posttest study was to determine if there was significant achievement difference between 2 8th-grade U.S. H-SS classes taught in 2 districts. The research question addressed a significant difference in CST H-SS …