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Full-Text Articles in Junior High, Intermediate, Middle School Education and Teaching
How Do Middle School Core Content Area Teachers In A Title 1 School Use Cooperative Learning In The Context Of High Accountability For Student Proficiency: A Multiple Case Study, Martha Cunigan-Wells
How Do Middle School Core Content Area Teachers In A Title 1 School Use Cooperative Learning In The Context Of High Accountability For Student Proficiency: A Multiple Case Study, Martha Cunigan-Wells
Dissertations
This action research case study describes how content area teachers in a middle school with low reading achievement levels utilize cooperative learning and curriculum integration (with a focus on the integration of literacy skills and thinking skills) in their content area given the current context of accountability for student mastery of tested core content outcomes. The participants were four urban middle school teachers from the core areas of science, social studies, mathematics, and language arts who had varying levels of training and experience with cooperative learning and curriculum integration. Data sources included audio-recorded pre-conferences, video-taped classroom observations, audio-recorded post-conferences, and …
Veteran Teachers And Novice Coaches: A Case Study Of Content Focused Coaching In Three Persistently Failing Midwestern Middle Schools, Brian E. Gamm
Veteran Teachers And Novice Coaches: A Case Study Of Content Focused Coaching In Three Persistently Failing Midwestern Middle Schools, Brian E. Gamm
Dissertations
This research is a qualitative case study analysis of the experiences of six, veteran, English Language Arts teachers, and three, first-year, English Language Arts instructional coaches all of whom are implementing a district-mandated reform strategy called Content-Focused Coaching. The settings for this research study were three Persistently Lowest Achieving middle schools. The researcher began the data collection process with the organization of Professional Learning Community agendas and minutes. Following the organization of PLC meeting agendas and minutes, four categories were identified that were used as criteria for classroom observations as well as in assisting in organizing responses collected during the …