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From Fourth Grade Slump To Fourth Grade Triumph, Maria Delsing
From Fourth Grade Slump To Fourth Grade Triumph, Maria Delsing
Ed.D. Dissertations
The Fourth Grade slump has been a phenomenon that was identified over 50 years ago and is most prevalent among students from low achieving schools. This applied research project focused on students using material that was readily available and was free or low cost to help prevent the slump. Students created inference questions, as well as other critical thinking questions, as they read the material. They also played the Set Game daily. Students in this school had historically experienced the fourth grade slump as demonstrated on the standardized tests for the last four years. The study was implemented for one …
Impact Of Two Interventions On Isat Scores In A Small, Rural School District, Vicki J. Good
Impact Of Two Interventions On Isat Scores In A Small, Rural School District, Vicki J. Good
Ed.D. Dissertations
This case study sought to determine the impact that an after school program and summer school program may have had on the ISAT reading scores of elementary students in a small, rural school in the Midwest. A secondary purpose was to determine if other factors may have impacted the effectiveness of the two interventions. Quantitative data indicated that the after school program had a positive effect on ISAT reading scores for those students who participated, raising the median raw score of the ISAT reading test by 2.23 points. On the other hand, there was no evidence that the summer school …
Attitudes And Perceptions Of High School Mathematics Teachers Regarding Students' Cognitive-Metacognitive Skills, Peter A. Babich
Attitudes And Perceptions Of High School Mathematics Teachers Regarding Students' Cognitive-Metacognitive Skills, Peter A. Babich
Ed.D. Dissertations
The purpose of the study was to identify the attitudes and perceptions held by select teachers in a Midwest high school regarding teaching strategies related to students solving mathematics problems from a cognitive-metacognitive approach. The case study utilized a questionnaire regarding instructional practices and teacher beliefs and opinions as well as semi-structured interviews. Teachers commented on definitions and beliefs regarding thinking about thinking, thinking mathematically, and conceptual and procedural understanding. Furthermore, teachers discussed teaching strategies utilized to teach thinking about thinking in mathematics, effects of school-wide metacognitive training efforts, and usage of student reflection activities. The specificity and sophistication of …