Education Commons^™

The Impact Of Teacher Collaboration On The Implementation Of Best Practices With A Learning Management System In A Public School Setting, Sarah Vycital, Nicholas Zwick, Ross Nelson

Masters of Arts in Education Action Research Papers

The purpose of this research project was to study the impact of teacher collaboration on

implementation of best practices with a learning management system (LMS) in a public school setting. Three researchers, 21 kindergarteners, 29 second graders, 113 eighth graders, and parents participated in this study for four weeks. During this study, quantitative and qualitative data were collected and analyzed. This data included: three parent assessments and researcher-completed observations . As a result, the researchers found that collaboration improved their personal attitudes, parent involvement, student engagement, and student learning outcomes.

Cultivating A Collaborative Community Of Mathematicians: Integrating Guided Mathematics Into Daily Instruction An Action Research Report Catherine M. Kolb And Drew A. Rohl St. Catherine, Catherine Kolb, Drew Rohl

Masters of Arts in Education Action Research Papers

The purpose of this investigation was to examine the effects of differentiated guided mathematics instruction on students’ achievement, motivation, and engagement in mathematics. The study was conducted over a four-week period in a third-grade classroom in the southeast region of the United States, as well as a fifth-grade mathematics classroom in the Midwest region of the United States. Data collection methods included a student feedback system utilizing a Likert scale rating, curriculum-based pre- and post-tests, weekly student self-assessments, researcher rating scales, checklists, and observational notes. The results of the study indicated overall increases in student motivation, engagement, and academic achievement …

The Effects Of A Daily Homebase Program In Middle School, Bridget Waldorf

Masters of Arts in Education Action Research Papers

The purpose of this action research project was to measure how a daily Homebase program affects academic achievement and school climate at the middle school level. The participants were 8^th grade students in a suburban middle school, along with 10 full-time middle school teachers who gave specific feedback at the beginning and end of the research period. Data was collected using a survey given to all staff, grade comparisons from last year to this year, and pre-/post-assessment surveys given to participating students and staff. Results showed that students’ grades improved along with students’ and teachers’ perception of school climate. …

The Effects Of Culturally Responsive Pedagogy In A Middle School Avid Class, Julie Thoms

Masters of Arts in Education Action Research Papers

The purpose of this research study was to measure the effects of Culturally Responsive Pedagogy (CRP) on academic engagement and behavior. Participants included eighth grade AVID (Advancement Via Individual Determination) students from a Midwestern suburban middle school. The study took place over six weeks in the fall of students’ second year in the AVID Program. During four weeks of focused intervention, the teacher implemented CRP strategies, including dramatically increasing opportunities for peer collaboration and improving student-teacher relationships through brief but individualized interactions. At the end of the implementation period, data indicated an increase in grades, teacher assessment, and student perception …

The Effect Of Iready Mathematics Intervention On Student Achievement For Students In Kindergarten & First Grade, Sarah Brilz, Whitney Fridley, Kristen Just, Kim Stein

Masters of Arts in Education Action Research Papers

The purpose of this research is to examine the effects of the implementation of iReady mathematics intervention on student achievement. The study was conducted in a public school setting in two kindergarten classrooms and one first-grade classroom. The classrooms consisted of a total of 55 students between the ages of five and seven. Out of the 55 students, 12 qualified for the iReady intervention program. Data collection methods included district baseline and summative assessments, AimsWeb Progress monitoring assessment, a teacher observational journal, and a student conference form. After the four week implementation of the iReady mathematics intervention our data indicated …