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Supporting Student Justification In Middle School Mathematics Classrooms: Teachers' Work To Create A Context For Justificaiton, Megan Staples
Supporting Student Justification In Middle School Mathematics Classrooms: Teachers' Work To Create A Context For Justificaiton, Megan Staples
CRME Publications
Justification is an important disciplinary and learning practice. Despite a growing knowledge base regarding how teachers orchestrate mathematical discussions, few analyses have considered the orchestration of specific disciplinary practices such as justification. Using classroom video data from the JAGUAR project, we analyze two instantiations of extensive student justification in seventh-grade classrooms and document each teacher’s pedagogical approach that supported students’ engagement in this practice. We argue that, although there was overlap in their pedagogical repertoires, the teachers created a context for student justification in two unique ways. We document the similarities and differences in their approaches, including the nature of …
An Evaluation Of A Remedial Reading Program For Middle-Grade Students In A Southeastern State Public School, Susan S. Nichols
An Evaluation Of A Remedial Reading Program For Middle-Grade Students In A Southeastern State Public School, Susan S. Nichols
Education Dissertations and Projects
The purpose of this study was to evaluate the effects on reading achievement for middle school students after participation in a remedial reading program, Xtreme Reading, at a southeastern state public school. The researcher used Stufflebeam's (2003) context, input, process, and product (CIPP) model to guide the study. A mixed-method research design was used to examine data collected from 80 students in Grades 6 through 8 participating in reading interventions spanning a 1-year period from 2013 through 2014.
There were significant differences in reading achievement scores of students during the 1-year implementation of Xtreme Reading. The findings in this study …