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Full-Text Articles in Education

Assessment For Feedback And Achievement Growth For Middle School Math Students, Katie Jo Pemberton Jan 2018

Assessment For Feedback And Achievement Growth For Middle School Math Students, Katie Jo Pemberton

Walden Dissertations and Doctoral Studies

Inconsistent math assessment practices do not accurately represent and communicate student mathematics achievement. Because of inconsistencies in assessment practices, local middle school mathematics teachers in an urban school district in the northwestern United States piloted the use of multiple formative assessments. The purpose of this study was to compare mathematics achievement, growth, and course percentage grades for students who have multiple formative assessment attempts compared to students who are not provided multiple assessment attempts. Theoretical foundations originated from Black and Wiliam, supporting the use of formative assessment for a positive impact on student learning. A quantitative, ex post facto quasi-experimental ...


A Qualitative Case Study Of Mathematics Teachers' Formative Assessment Feedback, Ryan Rathje Jan 2018

A Qualitative Case Study Of Mathematics Teachers' Formative Assessment Feedback, Ryan Rathje

Walden Dissertations and Doctoral Studies

Formative assessment is supported by research as a process to enhance student learning. A vital aspect in the process is the role of feedback which, based on its use, can support or hinder student learning. The problem addressed in this study was based on the concern of a high school administrator that teachers in the school were not using formative feedback in a manner that supported student learning. The purpose of this instrumental qualitative case study was to explore and understand the assessment and feedback practices of mathematics teachers in a private high school setting. The conceptual framework for this ...


Elementary Teachers' Affective Relationship With Mathematics And Its Influence On Mathematics Instruction, Kelly Kreitzer Sutton Jan 2018

Elementary Teachers' Affective Relationship With Mathematics And Its Influence On Mathematics Instruction, Kelly Kreitzer Sutton

Walden Dissertations and Doctoral Studies

In a South Carolina school district, approximately 45% of 3rd-5th grade students performed poorly on the state mathematics test. K-5 teachers attended district training to improve mathematics instruction and content mastery, but the training omitted teachers' affective domain in teaching. Teachers' affective relationships with mathematics (ARM) affects content delivery, instructional decisions, and teachers' confidence levels and motivation. The purpose of this sequential mixed methods study was to investigate whether teachers' years of experience, grade levels taught, or past mathematics experiences influenced K-5 teachers' ARM, as measured by the ARM survey, and to explore teachers' perceptions of their ARM in instruction ...


Teacher Perceptions Of Professional Learning Communities' Impact On Math Critical Thinking Pedagogy, Elizabeth Ann Daly Jan 2018

Teacher Perceptions Of Professional Learning Communities' Impact On Math Critical Thinking Pedagogy, Elizabeth Ann Daly

Walden Dissertations and Doctoral Studies

Teacher Perceptions of Professional Learning Communities' Impact on Math Critical Thinking Pedagogy

by

Elizabeth Daly

MA, Walden University, 2011

BS, Michigan State University, 1986

Proposal Submitted in Partial Fulfillment

of the Requirements for the Degree of

Doctor of Education

Walden University

March 2018

â??

U.S. educational leaders struggle with declining mathematics achievement among students as compared to other countries. The problem for this study was low standardized mathematics scores in one district in a major city in the Southwestern United States. The purpose of this sequential explanatory mixed method project study was to analyze the effectiveness of professional learning ...


Descriptions Of Differentiated Instruction In Mathematics In A Title 1 School District, Sheril Bulley-Simpson Jan 2018

Descriptions Of Differentiated Instruction In Mathematics In A Title 1 School District, Sheril Bulley-Simpson

Walden Dissertations and Doctoral Studies

In an urban Title 1 school district, the average number of Grade 3-5 students who scored proficient or advanced on the state standardized assessment was 37.3% below Grade 3-5 students countywide and 19.4% below Grade 3-5 students statewide. Low mathematics scores may indicate a gap in practice that affects student achievement. The purpose of this descriptive case study was to examine teachers' descriptions of instructional strategies implemented to mediate instruction for students who struggle in mathematics. This study was based on the conceptual framework of Tomlinson's differentiated instruction (DI), a means of accommodating the varied ways that ...


A Study Of Fourth-Grade Students' Perceptions On Homework Environment And Academic Motivation In Mathematics, Stefanie Harmon Jan 2017

A Study Of Fourth-Grade Students' Perceptions On Homework Environment And Academic Motivation In Mathematics, Stefanie Harmon

Walden Dissertations and Doctoral Studies

The problem at an elementary school is teachers' lack of knowledge and information on the perceptions and motivation of students to complete independent mathematics homework. The purpose of this study was to identify students' perceptions regarding their homework environment and academic motivation in mathematics. The study's conceptual framework, attribution theory, supported the examination of drivers of motivation for participants related to homework completion. Guiding research questions, supported by Keller's ARCS model, focused on the identification of students' perceptions of homework attention, relevance, curiosity, satisfaction, and their preferred homework environment. This qualitative research study obtained data from semistructured interviews ...


Students' Mathematics Self-Efficacy, Anxiety, And Course Level At A Community College, Scott Reiner Spaniol Jan 2017

Students' Mathematics Self-Efficacy, Anxiety, And Course Level At A Community College, Scott Reiner Spaniol

Walden Dissertations and Doctoral Studies

Research suggests that student success in mathematics is positively correlated to math self-efficacy and negatively correlated to math anxiety. At a Hispanic serving community college in the Midwest, developmental math students had a lower pass rate than did college-level math students, but the role of math self-efficacy and math anxiety on these students' learning was unknown. This causal comparative, correlational study, guided by social cognitive theory and math anxiety research, hypothesized that students in developmental math would have lower levels of math self-efficacy and higher levels of math anxiety, and that significant correlations would exist between course level, self-efficacy, and ...


Rural High School Mathematics Instructional Practices And Students' Academic College Readiness, Luajean Erna Bryan Jan 2016

Rural High School Mathematics Instructional Practices And Students' Academic College Readiness, Luajean Erna Bryan

Walden Dissertations and Doctoral Studies

Rural high school graduates in the United States lag behind in college math preparedness, therefore prompting researchers to identify instructional practices that would advance student math performance. This quantitative research study investigated specific teacher practices and their correlation with student gains in college math preparedness on the American College Test (ACT). Data were collected using a teacher questionnaire to quantify the level of reform practices among a sample of six math teachers and used ACT pre and posttests to assess 312 11th grade students' gains in college math readiness in a public rural high school in Southeast Tennessee. Correlation analysis ...


Student Perceptions Of Flipped Learning In A High School Math Classroom, Daniel Strohmyer Jan 2016

Student Perceptions Of Flipped Learning In A High School Math Classroom, Daniel Strohmyer

Walden Dissertations and Doctoral Studies

Flipped classrooms are implemented in more schools each year, particularly in courses requiring increased teacher guidance for mastery. While a foundation of research related to pedagogy and academic outcomes exists, research is limited surrounding student perceptions of the social and learning culture during flipped learning. The purpose of this study was to explore high school math students' lived experiences of flipped learning related to content and instruction, critical thinking, and collaboration and interactions. A phenomenological design was employed using a conceptual framework combining cognitive load theory, sociocultural learning theory, and schema theory. Students from two public high schools in the ...


Teachers' Perceptions Of African American Middle School Girls' Interest In Mathematics And Science, Bonnie Marie Best Jan 2016

Teachers' Perceptions Of African American Middle School Girls' Interest In Mathematics And Science, Bonnie Marie Best

Walden Dissertations and Doctoral Studies

Research into African American female underrepresentation in science, technology, engineering, and mathematics (STEM) fields has become an area of interest due to the fact that a majority of African American middle school females do not possess the high levels of mathematics and science knowledge because of social and cultural barriers both inside and outside school that challenge their academic success. The purpose of this qualitative interpretative phenomenological study was to explore teachers' shared, lived experiences of teaching mathematics and science to African American middle school girls. Delgado and Stefancic's critical race theory, Pratt-Clarke's critical race feminism, and Baker-Miller ...


A Quantitative Quasi-Experimental Study Of An Online High School Mathematics Remediation Program, Terry Meehan Jan 2016

A Quantitative Quasi-Experimental Study Of An Online High School Mathematics Remediation Program, Terry Meehan

Walden Dissertations and Doctoral Studies

The local problem that drove this study is that a high school in an upper middle class suburban city in Pennsylvania wants to improve its student scores on its end-of-course Algebra 1 Keystone Exam. The purpose of this study was to conduct a quantitative, quasi-experimental assessment of an online high school mathematics remediation program to determine if the remediation program was successful in its endeavor to remediate students. This research study, informed by the self-efficacy and the behaviorist learning theories, attempted to determine whether students who (a) scored below proficient on the May algebra exam and were placed in the ...


Predicting Mathematics Teachers' Acceptance Of Reflective Blogging To Improve Instruction, Diana Sue Fesmire Jan 2016

Predicting Mathematics Teachers' Acceptance Of Reflective Blogging To Improve Instruction, Diana Sue Fesmire

Walden Dissertations and Doctoral Studies

An internal district audit identified that a rural, socioeconomically disadvantaged Southwestern school district has a lack of congruent and consistent implementation of the Common Core State Standards in mathematics. Innovative and cost-saving avenues for professional development (PD), such as reflective blogging, foster teacher learning to reconcile the enacted curriculum with the intended curriculum. This correlational study investigated the predictive power of technology acceptance and motivation constructs on reflective mathematics teachers' social media use intention and participation in informal, virtual Communities of Practice (vCoP). The framework that guided this study is the unified acceptance and use of technology and self-determination theory ...


Predictors Of U.S. Teachers' Use Of Metacognition In Mathematics Instruction, Regina Lewis Lewis Jan 2016

Predictors Of U.S. Teachers' Use Of Metacognition In Mathematics Instruction, Regina Lewis Lewis

Walden Dissertations and Doctoral Studies

American schools have been struggling with improving achievement in science, technology, engineering, and mathematics for decades. For the last four decades, the overall mathematics performance of 17 year-olds on the National Assessment of Educational Progress has not shown any significant improvement. Mathematics teachers can use metacognitive techniques to make immediate adjustments in instruction that may assist students in becoming more skillful problem solvers. The purpose of this study was to provide new knowledge about the potential predictors of mathematics teachers' use of the six subfactors of the Metacognitive Awareness Inventory for Teachers. The inventory was administered to 120 K-12 grade ...


How Social Presence On Twitter Impacts Student Engagement And Learning In A Grade 8 Mathematics Classroom, Shelly Vohra Jan 2016

How Social Presence On Twitter Impacts Student Engagement And Learning In A Grade 8 Mathematics Classroom, Shelly Vohra

Walden Dissertations and Doctoral Studies

Social media for personal use has evolved rapidly among adolescents, changing the way they communicate with each other. However, little research has been conducted about how teachers use social media in the classroom to improve student learning. The purpose of this qualitative study was to describe how social presence on Twitter impacts student engagement and learning when a mathematics teacher integrates this social media tool into an instructional unit. The conceptual framework was based on social presence theory developed by Short, Williams, and Christie. This qualitative study used a single case study design. Participants included 6 students and 1 classroom ...


Factors For Success In Community College Online Gateway Math, Lisa Marie Borzewski Jan 2016

Factors For Success In Community College Online Gateway Math, Lisa Marie Borzewski

Walden Dissertations and Doctoral Studies

Researchers have found that student success rates in online classes are lower than in comparable face-to-face courses. Yet, the research is unclear as to whether student demographic and academic history variables are related to the lower success rates. At a large community college in Florida, low success rates for students in the online Intermediate Algebra course led to delays in the continuation of required coursework and graduation for many students and the factors associated with low success rates were largely unknown. The purpose of this quasi-experimental study was to examine the associations between several student variables and student success in ...


The Use Of The Problem Solving Method In A Middle School Mathematics Response To Intervention Program, Robbi Nikkole Brown Jan 2016

The Use Of The Problem Solving Method In A Middle School Mathematics Response To Intervention Program, Robbi Nikkole Brown

Walden Dissertations and Doctoral Studies

Response to Intervention (RTI) has primarily been used as an early intervention in the elementary grades to improve the reading of all students; however, in recent years, mathematics has been added to the program and this addition has not been systematically evaluated. Guided by Deno's problem-solving model, the purpose of this qualitative case study was to gain insight on how middle school mathematics teachers use the problem-solving process to design interventions for struggling students and to understand the strategies they used to implement the plan. The research questions addressed how the problem-solving method is used when creating and implementing ...


Understanding The Relationships Among Students' Goal Orientations, Self-Efficacy, Anxiety, And Accelerated Academic Success In The Redesign Of Developmental Mathematics, Kelly Ann Hogan Jan 2016

Understanding The Relationships Among Students' Goal Orientations, Self-Efficacy, Anxiety, And Accelerated Academic Success In The Redesign Of Developmental Mathematics, Kelly Ann Hogan

Walden Dissertations and Doctoral Studies

The low success rates of increasing numbers of underprepared students taking developmental mathematics classesâ??often minority and economically disadvantagedâ??are challenging community colleges across the United States. These students, who must start in the lowest levels of precollege mathematics courses, are unlikely to pass the first course and earn a credential. Using a mastery goal orientation theoretical framework, a quantitative, survey research design was used to ascertain any correlations between students' goal orientations, self-efficacy, test anxiety, and success in a new model of learning. Survey data were used to answer 3 research questions: (a) the relationship between success and students ...


Impact Of Music Education On Mathematics Achievement Scores Among Middle School Students, Curt Glendale Willis Jan 2016

Impact Of Music Education On Mathematics Achievement Scores Among Middle School Students, Curt Glendale Willis

Walden Dissertations and Doctoral Studies

Music education has been shown to be related to a variety of positive outcomes, including student achievement in math. This study was conducted to explore the relationship between music education and student achievement in math. The framework for the study was Miendlarzweska and Trost's model of musical instrument training. A deidentified archival data set consisting of middle school students' (N = 116) total math scores on the Iowa Assessments was used to determine the impact of music education on students' math achievement, while controlling for students' sex and socioeconomic status. Changes in student achievement were measured by calculating math scores ...


Teachers' Perceptions Of Manipulatives During Middle School Math Instruction, Angela L. Vizzi Jan 2016

Teachers' Perceptions Of Manipulatives During Middle School Math Instruction, Angela L. Vizzi

Walden Dissertations and Doctoral Studies

In a Colorado school district, school personnel and parents were concerned that middle school math proficiency levels were low for 2011-2014 and math teachers were not using manipulatives in their classes to increase math performance. The district's math coordinator did not foresee providing specific professional development (PD) for math manipulative use to address these concerns. Without this PD, math teachers may be ill-quipped to teach math concepts when using manipulatives, which, in turn, could lead to further poor math performance. The purpose of this qualitative bounded collective case study was to explore middle school teachers' perceptions of PD and ...


Gender Differences, Learning Styles, And Participation In Higher Mathematics, Hilary Elizabeth Seifert Jan 2016

Gender Differences, Learning Styles, And Participation In Higher Mathematics, Hilary Elizabeth Seifert

Walden Dissertations and Doctoral Studies

Students' lack of participation in higher-level mathematics courses is a pressing concern. In a small rural district in Alaska, many high school students elect to opt out of taking higher-level mathematics once the minimum requirement is reached. According to Bandura's self-efficacy construct, a learners' motivation is influenced by their self-beliefs and affect towards learning. Moreover, research on student learning experiences in mathematics suggests a gender difference, with girls preferring that less abstract conceptual knowledge be taught through hands-on activities. As mathematics instruction is traditionally taught through lecture and demonstration, both of which are preferences of the assimilator learning style ...


Junior High School Teachersâ?? Perceptions Of Math Instruction For African American Students, Sandra Denise Richardson Jan 2016

Junior High School Teachersâ?? Perceptions Of Math Instruction For African American Students, Sandra Denise Richardson

Walden Dissertations and Doctoral Studies

A mathematics achievement gap exists between 8th grade African American students and other ethnic groups. Guided by the conceptual framework of constructivism, the purpose of this case study was to examine 8, Grade 8 math teachersâ?? perceptions of factors contributing to mathematical performance gap in their African American students and what instructional strategies can be used to help reduce the achievement gap in southwest Georgia. Data were obtained through interviews and classroom observations and were coded and analyzed using typological analysis, followed by inductive analysis. The results of the data revealed teachers perceived recruiting and retaining African American teachers and ...


A Framework For Evaluating Learning Progressions On Features Related To Their Intended Uses, Jennifer L. Kobrin, Sarah Larson, Ashley Cromwell, Patricia Garza Apr 2015

A Framework For Evaluating Learning Progressions On Features Related To Their Intended Uses, Jennifer L. Kobrin, Sarah Larson, Ashley Cromwell, Patricia Garza

Journal of Educational Research and Practice

In recent years, learning progressions (LPs) have captured the interest of educators and policy makers. There have been numerous efforts to develop LPs aligned to college and career readiness standards, to unpack these standards, and to provide more clarity on the pathways students follow to reach them. There is great variation, however, in the structure, content, and features of LPs, and these have implications for the LP’s most appropriate use. The purpose of this research was to devise a framework to understand and evaluate key features of an LP, including its structure, content, usability, and validity evidence. We maintain ...


The Impact Of Peer-Mediated Video Modeling On The Mathematics Achievement Of High School Students, Keriann Currlin Jan 2015

The Impact Of Peer-Mediated Video Modeling On The Mathematics Achievement Of High School Students, Keriann Currlin

Walden Dissertations and Doctoral Studies

A significant percentage of US students are not reaching expected proficiency on mathematics content. As a response, educators have been urged to use more evidence-based practices; however, due to the lack of readily available strategies, these efforts have been thwarted. In related fields, video modeling (VM) has been successful in teaching behavioral skills through edited video clips that allow target populations to observe models successfully performing featured tasks. Stemming from Banduraâ??s social learning theory, the intent of VM is to increase the frequency of the modeled behavior through observational learning. Despite the many studies that have shown success with ...


Effects Of Successmakers Math As An Intervention For Students, Jennifer Lee Calcut Jan 2015

Effects Of Successmakers Math As An Intervention For Students, Jennifer Lee Calcut

Walden Dissertations and Doctoral Studies

Schools throughout the United States use the IQ-achievement discrepancy method to

identify children with learning disabilities. This current method allows many students to fall behind in the regular education setting. In 2004, the Individuals with Disabilities Education Act was reauthorized to provide states with the option of using a response to intervention (RtI) model in lieu of or in conjunction with the IQ-achievement discrepancy model. The purpose of this quasi-experimental, single subject, pre/posttest design study was to determine the impact of a Tier II intervention using SuccesMakers Math, a learning system that adapts to the unique needs of the ...


Perceptions Of Teachers On Instructing Remedial Mathematics Students, Christy Leigh Defilippis Jan 2015

Perceptions Of Teachers On Instructing Remedial Mathematics Students, Christy Leigh Defilippis

Walden Dissertations and Doctoral Studies

Approximately 12% of students at the study middle school failed to reach proficient levels on state assessments in mathematics from 2010-2012. Poor performance on assessments can limit future mathematical trajectories and opportunities for students. One of the causes for failing to meet proficient levels on mathematics assessments could be the inconsistent use of teaching practices targeted at supporting lower achieving students; according to such reasoning, a consistent use of research-supported practices could result in improved student performance. Kolb's experiential learning theory, Vygotsky's social development theory, and Maslow's motivation theory provided a framework for this case study. Interviews ...


Middle School Mathematics Teachers' Perspective Of Technology Integration: A Qualitative Case Study, Patricia Coleman Jan 2015

Middle School Mathematics Teachers' Perspective Of Technology Integration: A Qualitative Case Study, Patricia Coleman

Walden Dissertations and Doctoral Studies

Many studies have documented that technology integration increases summative assessment scores, yet many teachers do not integrate technology in their teaching. The purpose of this qualitative study was to discover the extent to which middle school mathematics educators are or are not integrating technology in a school district where summative scores were below mathematics state benchmarks. Guided by instructional constructivism and the technology acceptance model, this case study examined how teachers perceived advantages and barriers to mathematics instruction that uses technology. Five of the nine mathematics teachers at the middle school volunteered to participate in a semi-structured interview and be ...


Impact Of Inclusion Teachers' Mathematics Anxiety And Mathematics Self-Efficacy On The Mathematics Achievement Of Learning Disabled Students, Vladimir Sylne Jan 2015

Impact Of Inclusion Teachers' Mathematics Anxiety And Mathematics Self-Efficacy On The Mathematics Achievement Of Learning Disabled Students, Vladimir Sylne

Walden Dissertations and Doctoral Studies

Learning disabled (LD) students are put in inclusion classrooms in order to experience the mainstream environment and to receive the same level of education as their regular education counterparts. Unfortunately, LD students do not always get the mathematics education that they deserve because inclusion mathematics teachers are not required to be highly qualified in mathematics. The focus of this study was on the relationship between mathematics anxiety and self-efficacy of inclusion teachers and the academic achievement of the LD students they serve. The theoretical framework of this study involved the concepts of student achievement, teacher efficacy, mathematics anxiety, and best ...


An Evaluation Of Math Assessment Policy Process In A Southwestern School District, Alicia O'Brien Jan 2015

An Evaluation Of Math Assessment Policy Process In A Southwestern School District, Alicia O'Brien

Walden Dissertations and Doctoral Studies

An Evaluation of Math Assessment Policy Process in a Southwestern School District

by

Alicia Taber O'Brien

EdS, Walden University, 2011

MA, Western Governors University, 2004

BS, New Mexico State University, 1994

Doctoral Study Submitted in Partial Fulfillment

of the Requirements for the Degree of

Doctor of Education

Teacher Leadership

Walden University

September 2015

This project study addressed the lack of evaluation of a math assessment policy in a rural elementary school district in the southwestern United States. This district implemented a math assessment policy in the spring of 2005, yet no evaluation had been conducted to determine whether the ...


Effects Of Embedded Study-Skills Instruction On High School Students' Attitudes Toward Mathematics, Alberta Diahann Banks Jan 2015

Effects Of Embedded Study-Skills Instruction On High School Students' Attitudes Toward Mathematics, Alberta Diahann Banks

Walden Dissertations and Doctoral Studies

The target school used embedded study skills in Algebra I classes to improve attitudes toward mathematics. The purpose of this sequential, explanatory mixed-methods study was to examine the effect of embedded study-skills instruction on students' attitudes toward mathematics. Metacognitive theory was used for this study's framework. Participants were 28 Grade 9 and 10 students who repeated Algebra I. Quantitative data from the Attitudes Toward Mathematics Inventory assessed students' pre- and post-instruction attitudes toward mathematics in 4 domains. Data were analyzed using 4 independent samples t tests for students who did and did not receive embedded instruction. Qualitative data were ...


Math Teacher Perceptions Of Professional Development And Student Mathematics Performance, Michael Edward Smith Jan 2015

Math Teacher Perceptions Of Professional Development And Student Mathematics Performance, Michael Edward Smith

Walden Dissertations and Doctoral Studies

Math Teacher Perceptions of Professional Development

and Student Mathematics Performance

by

Michael Edward Smith

EdS, Tennessee Technical University, 2007

MA, Tennessee Technical University, 2006

BS, University of Tennessee Chattanooga, 2003

Doctoral Study Submitted in Partial Fulfillment

of the Requirements for the Degree of

Doctor of Education

Walden University

February 2015

The standardized math test scores at a Tennessee high school have trended below the state and national averages. One strategy to improve math performance is a pedagogical structure that facilitates peer interaction and discovery learning. A program of professional development (PD) designed to foster such interactive learning was delivered to ...