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Instructional Strategies Used By Effective Mathematics Teachers In Adventist Elementary Schools In Florida: An Mqi Analysis, Anna Adkins
Dissertations
The Problem
Teaching mathematics can be a difficult task. United States students on comparative international mathematics assessments consistently rank near the test averages. On a national assessment, commonly called the Nation’s Report Card, more than half of American students rank as ‘not proficient’ in mathematics. The purpose of this study was to describe the strategies used by teachers with at least average mathematical knowledge for teaching. This was evidenced by their scores on the Mathematical Knowledge Test for Teaching (MKT). In addition to teacher knowledge, the study sample was selected from among schools where the five-year average was above the …
Establishment And Maintenance Of Academic Optimism In Michigan Elementary Schools: Academic Emphasis, Faculty Trust Of Students And Parents, Collective Efficacy, Jill Van Hof
Dissertations
In response to heightened standards and calls for accountability, schools have dramatically intensified their work to meet the growing challenges. Schools require strategies for improvement that will transcend demographic factors such as SES. Research has shown the construct of academic optimism as contributing to student achievement despite a school’s socio-economic status (Goddard, LoGerfo, & Hoy, 2004; Goddard, Sweetland, & Hoy, 2000; Hoy, 2002; Hoy & Miskel, 2005; Hoy & Sabo, 1998; Hoy & Tarter, 1997; Hoy, Tarter, & Kottkamp, 1991; Hoy, Tarter, & Woolfolk, 2006; McGuigan & Hoy, 2006; Smith & Hoy, 2001; Tschannen-Moran, Hoy, & Hoy, 2000).
There exists, …
Integrated Thematic Instruction : A Descriptive Case Study Of Its Adaptation And Implementation, Premalatha Gaikwad
Integrated Thematic Instruction : A Descriptive Case Study Of Its Adaptation And Implementation, Premalatha Gaikwad
Dissertations
The purpose of the study was to describe the operational form of the innovation--Integrated Thematic Instruction within the context of its implementation.
An embedded single case study design was used to carry out this qualitative study, with Integrated Thematic Instruction (ITI) as the unit of the case study. The questions that guided the study were: What does ITI look like when implemented by the teacher? What are the contextual elements of implementation of this program? What variations are found in the implementation of this innovation by different teachers?
A review of related literature revealed the historical, philosophical, and theoretical underpinnings …