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Articles 1  9 of 9
FullText Articles in Education
Effects Of Embedded StudySkills Instruction On High School Students' Attitudes Toward Mathematics, Alberta Diahann Banks
Effects Of Embedded StudySkills 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 mixedmethods study was to examine the effect of embedded studyskills 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 postinstruction 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 ...
A Program Evaluation Of My Math^{Tm}: Improving Student Computational Fluency Through InquiryBased Instruction, Andrea Townsend
A Program Evaluation Of My MathTm: Improving Student Computational Fluency Through InquiryBased Instruction, Andrea Townsend
Walden Dissertations and Doctoral Studies
This program evaluation study addressed a critical deficiency in early childhood math proficiency for a local urban school district. To strengthen students' skills in mathematics, the district adopted the Common Core State Standards and piloted an inquirybased instructional program called My Math. The purpose of this project study was to determine the extent to which My Math met the goals of improving Grades K2 students' math proficiency. The conceptual framework was based on theories of multiple intelligences, social learning, and foundations of social development. The National Program Evaluation Standards were used to guide the program evaluation. The research questions centered ...
The Impact Of PeerMediated Video Modeling On The Mathematics Achievement Of High School Students, Keriann Currlin
The Impact Of PeerMediated 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 evidencebased 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 BanduraĆ¢??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 ...
An Evaluation Of Math Assessment Policy Process In A Southwestern School District, Alicia O'Brien
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 Successmakers Math As An Intervention For Students, Jennifer Lee Calcut
Effects Of Successmakers Math As An Intervention For Students, Jennifer Lee Calcut
Walden Dissertations and Doctoral Studies
Schools throughout the United States use the IQachievement 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 IQachievement discrepancy model. The purpose of this quasiexperimental, 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
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 20102012. 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 researchsupported 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 ...
Math Teacher Perceptions Of Professional Development And Student Mathematics Performance, Michael Edward Smith
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 ...
Middle School Mathematics Teachers' Perspective Of Technology Integration: A Qualitative Case Study, Patricia Coleman
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 semistructured interview and be ...
Impact Of Inclusion Teachers' Mathematics Anxiety And Mathematics SelfEfficacy On The Mathematics Achievement Of Learning Disabled Students, Vladimir Sylne
Impact Of Inclusion Teachers' Mathematics Anxiety And Mathematics SelfEfficacy 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 selfefficacy 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 ...