Education Commons^™

Effectiveness Of Essentials For College Math As A High School Transitional Course, Jennifer S. Riggleman

Theses, Dissertations and Capstones

Statistics on the number of students who leave high school underprepared for postsecondary education, and have to take remedial coursework upon entrance to college vary, but, unfortunately, for at least the last 10 years, these statistics have remained high. This study examined the effectiveness of one transitional high school math curriculum called Essentials for College Math and its impact on 887 students in the state of North Carolina for the 2014-2015 academic year. The results of the study showed that there was a statistically significant improvement seen in pre- and post-test scores of students that completed the course. There was …

A Study Of The Level Of Integration Of Common Core State Standards In West Virginia Teacher Preparation Programs, Georgia Nicole Thornton

Theses, Dissertations and Capstones

This study examined the level of integration of the Common Core State Standards (CCSS) within the population of 164 teacher preparation faculty members in 18 initial teacher preparation programs in West Virginia. A three part researcher developed survey was mailed to each dean/director for distribution to the initial teacher professional education faculty. Deans/directors were also given the option of participating in a follow up interview and were asked a series of questions based on a researcher developed interview protocol.

In general, initial teacher professional education faculty members described their level of integration of CCSS as between some and significant integration. …

The Effect Of The Pies Mnemonic Strategy On The Word Problem Solving Skills Of Middle School Students, Lisa A. Short

Theses, Dissertations and Capstones

This purpose of this study was to determine the effect of the PIES mnemonic strategy on the word problem solving skills of middle school students in inclusive math classes. Participants in the study were 109 students in a rural middle school in a mid-Atlantic state. Seventy-five participants were normally achieving students, and 34 were students with disabilities (Other Health Impairment, Specific Learning Disability, and Emotional/Behavioral Disorders). A pretest consisting of 10 grade-level word problems covering concepts that had already been taught was administered. Students then learned the PIES mnemonic strategy (Picture, Information, Equation, Solution) and participated in five weeks of …