Teacher Beliefs And The Implementation Of The Mathematics Curriculum In An Urban School District,
2011
Walden University
Teacher Beliefs And The Implementation Of The Mathematics Curriculum In An Urban School District, Debra A. Mahone
Walden Dissertations and Doctoral Studies
Teachers' beliefs about standards-based mathematics curricula can have a direct impact on the implementation of those curricula. Yet, new standards-based curricular approaches, mandated as reform structures under the No Child Left Behind Act (NCLB), fail to account for the beliefs of teachers regarding the curricula in the implementation of new instructional reform practices or policies. The purpose of this quantitative, ex post facto study was to examine pre-existing survey data from a sample (n = 362) of elementary, middle, and high school teachers in an urban school district to analyze the relationship between teachers' beliefs regarding the use of a …
The Impact Of Differentiated Versus Traditional Instruction On Math Achievement And Student Attitudes,
2011
Walden University
The Impact Of Differentiated Versus Traditional Instruction On Math Achievement And Student Attitudes, Valerie D. Gamble
Walden Dissertations and Doctoral Studies
With the implementation of the No Child Left Behind (NCLB), all schools are held accountable for student achievement. One southern US Title I school failed to meet NCLB mandated math standards for several years and was placed on program improvement. The purpose of this study was to compare math achievement of 34 students in fifth grade using differentiated instruction via Math out of the Box (MOOTB) and math achievement of 34 students in fifth grade using traditional textbook instruction. A second purpose was to determine if there was a difference between student attitudes toward math relative to confidence, value, enjoyment, …
A Case Study Of Differentiated Instruction In Upper Elementary Mathematics And Reading Classrooms,
2011
Walden University
A Case Study Of Differentiated Instruction In Upper Elementary Mathematics And Reading Classrooms, Laponya Alexandria Burris
Walden Dissertations and Doctoral Studies
Elementary students in one school have shown a decline in proficient and advanced performance on statewide assessments. This decline increased for reading and mathematics achievement from 2003--2008, especially for disabled and minority students in grades 3--5. The purpose of this qualitative case study was to determine the extent to which differentiated instruction was implemented in instructional practices to increase student academic performance. Vygotsky's theory of constructivism, Bruner's theory of problem solving, and Gardner's theory of multiple intelligences provided the conceptual frameworks for this study. The research questions focused on the instructional strategies and resources used by teachers. Data included interviews, …
Teacher Collaboration: Implications For New Mathematics Teachers,
2011
CUNY City College
Teacher Collaboration: Implications For New Mathematics Teachers, Laura M. Gellert, Lidia Gonzalez
Publications and Research
One increasingly popular way of supporting new teachers is through the use of mentoring. New teachers are often paired with mentors as one of a number of supports meant to aid new teachers as they begin their career. The various types of mentoring range from school based mentors assigned by the school to specialty mentors, such as math coaches. Examples of other types of supports that are thought of as separate from formal mentoring are lesson studies, professional development schools, professional development workshops supported by local universities, teacher networks and sponsored professional development. Given the popularity of policies promoting support …
Cloudy Judgment: Helping Students Deeply Understand Cloud Formation,
2011
Harding Middle School, Des Moines, Iowa
Cloudy Judgment: Helping Students Deeply Understand Cloud Formation, Katie Borton, Hallie Satre, Jesse Wilcox
Iowa Science Teachers Journal
Weather is ubiquitously experienced, yet generally misunderstood by students. We present the well known “cloud in the bottle” activity, but do so in a manner that mentally engages students to a greater extent, identifies commonly held misconceptions, and moves students to a deeper understanding of cloud formation. This activity promotes National Science Education Standards A, B, D and G and Iowa Teaching Standards 1, 2, 3, 4, and 5.
How Do You Mass What You Cannot See? Using Paper Clips To Help Students Learn How Electron Mass Was First Measured,
2011
Logan-Magnolia High School, Logan, Iowa
How Do You Mass What You Cannot See? Using Paper Clips To Help Students Learn How Electron Mass Was First Measured, Rob Hingstrum, Jacob Pleasants, Shannon Mclaughlin
Iowa Science Teachers Journal
Many students wrongly presume that scientific knowledge is mysteriously discovered and often believe the development of this knowledge is beyond their ability to comprehend. The activity presented here – appropriate for high-school chemistry and physics students – challenges these misconceptions. Students are engaged in thinking and creativity similar to how the first scientists accurately measured the mass and charge of an electron. Through this process, students develop a deep understanding of how the mass and charge of an individual electron was determined. This activity addresses National Science Education Standards A, B, E, and G and Iowa teaching Standards 1, 2, …
Title Page - Table Of Contents,
2011
University of Northern Iowa
Learning Under Pressure: Teaching Boyle’S Law Through Inquiry,
2011
Missouri Valley High School
Learning Under Pressure: Teaching Boyle’S Law Through Inquiry, Meagan Woestman, Adam Kent
Iowa Science Teachers Journal
Boyle’s law is commonly addressed in chemistry and physical science textbooks, but rarely in a manner consistent with what we know best promotes learning (Bransford, Brown & Cocking, 2000). We present the standard syringe activity as an exploratory inquiry experience followed by a more formal development of the relationship. The activity starts and concludes by having students examine how the volume of a crushed pop bottle changes in a vacuum. Through iterative concrete experiences and guided discussions, students construct Boyle’s law to account for the class data. This article address National Science Education Standards A, B, E, G, and Iowa …
The Buds And The Bees: Inquiry Into The Sexual Reproduction Of Plants,
2011
Vermillion Alternative High School, Vermillion, South Dakota
The Buds And The Bees: Inquiry Into The Sexual Reproduction Of Plants, Timothy D. Goodman, Laurence H. Woodruff
Iowa Science Teachers Journal
Many students have few significant experiences investigating flower structure and function, yet are expected to understand sexual reproduction in angiosperms. We present here an inquiry-based hands-on activity where middle school students compare plant reproduction to more commonly understood animal reproduction. This provides a foundation to more deeply understand topics related to plant reproduction. This activity also provides many opportunities to explicitly address the nature of science and how science works. This article addresses National Science Education Content Standards A, C, and G, and Iowa Teaching Standards 1, 2, 3, 4, and 5.
A Better Road: Improve Teaching And Student Morale Through Standards-Based Grading,
2011
John Jay High School, Cross River, New York
A Better Road: Improve Teaching And Student Morale Through Standards-Based Grading, Frank Noschese
Iowa Science Teachers Journal
This article explores the benefits of using a standards-based grading system. Examples of how such a system is used in a high school physics course are also provided.
The Trouble With Grading: From Concealing To Revealing Real Learning,
2011
Alternative Schools, Red Deer, Alberta
The Trouble With Grading: From Concealing To Revealing Real Learning, Joe Bower
Iowa Science Teachers Journal
Traditional grading, such as multiple choice and bubble filling testing, cannot provide the sort of information needed by the teacher to assess a student’s understanding. There is a better way. This article explains the author’s move to break away from traditional grading and replace it with a zero-question project-based assessment strategy.
One Big Bite: Teaching Elementary Students To Classify Objects Using Animal Teeth,
2011
Holy Trinity Catholic Church, Des Moines, Iowa
One Big Bite: Teaching Elementary Students To Classify Objects Using Animal Teeth, Katelyn Boser, Nicole Eberhard, Amanda Gerhardy
Iowa Science Teachers Journal
This activity helps students learn the skills of sorting, organizing and classifying using images or models of various animal teeth. The authors used this activity in a Second Grade classroom, however it could be modified for other primary grades. This activity promotes National Science Education Content Standards A and C, and Iowa Teaching Standards 1, 2, 3, 4, and 5.
Table Of Contents (Back Cover),
2011
University of Northern Iowa
Table Of Contents (Back Cover)
Journal of the Iowa Academy of Science: JIAS
No abstract provided.
Parts Of The Whole : Cognition, Schemas, And Quantitative Reasoning,
2011
Dartmouth College
Parts Of The Whole : Cognition, Schemas, And Quantitative Reasoning, Dorothy Wallace
Numeracy
Based loosely on ideas of Jean Piaget and Richard Skemp, this Parts of the Whole column considers the construction of knowledge in mathematics and quantitative reasoning. Examples are chosen that illustrate an important cognitive difference between quantitative numeracy and classical mathematics, and which illuminate the particular choices instructors must make in order to teach either or both of these.
Flood Frequency Estimation By Neyman-Scott Rectangular Pulse Rainfall Model And Topmodel,
2011
Luther College
Flood Frequency Estimation By Neyman-Scott Rectangular Pulse Rainfall Model And Topmodel, Richard Bernatz
Journal of the Iowa Academy of Science: JIAS
A spatial-temporal Neyman-Scott Rectangular Pulse (NSRP) stochastic rainfall model is developed for seasonal-continuous simulation to project annual discharge probabilities from a relatively small watershed, the 1395 km2 Upper Iowa River watershed upstream from Decorah, Iowa. NSRP rainfall data is used as rainfall input to TOPMODEL, a conceptual, semidistributed rainfall runoff model, to calculate river discharge at a site common to the United States Geological Survey (USGS) gauging station in Decorah, Iowa. Annual peak flows based on simulated rainfall are used to fit a log-Pearson type III distribution to project 1 %-, 0.2%-, and 0.1 %-annual discharges. These results are compared …
Front Matter,
2011
University of Northern Iowa
Title Page - Table Of Contents,
2011
University of Northern Iowa
Hot Conceptual Change - You’Ve Got To Have Faith,
2011
Iowa Academy of Science
Hot Conceptual Change - You’Ve Got To Have Faith, Jerrid Kruse, Michael P. Clough
Iowa Science Teachers Journal
In the last editorial (Kruse and Clough, 2010), we addressed some common concerns educators raise when considering inquiry-based instruction. Addressing such concerns is of utmost importance to address the plausibility, intelligibility and fruitfulness of inquiry-based teaching. Unfortunately, such issues are not all that affect willingness to enact inquiry-based teaching. More personal and contextual factors also play a part in all learning, including learning how to teach more effectively.
Iowa Academy Of Science 123rd Annual Meeting [2011]: Advance Program,
2011
Iowa Academy of Science
Iowa Academy Of Science 123rd Annual Meeting [2011]: Advance Program, Iowa Academy Of Science
Iowa Academy of Science Documents
Contains information about the schedule and presentations for the 2011 annual meeting of the Iowa Academy of Science.
I Have A Solution To Share: Learning Through Equitable Participation In A Mathematics Classroom,
2011
Queens College, City University of New York
I Have A Solution To Share: Learning Through Equitable Participation In A Mathematics Classroom, Mary Q. Foote, Rachel Lambert
Education Faculty Articles and Research
Student participation is an issue of equity. Without participation there can be no learning. This study focuses on the participation (and therefore learning) of struggling students (those with individual education plans [IEPs]) during the implementation of a relational thinking routine in a third-grade inclusion classroom. Students with IEPs often initially used direct modeling with linking cubes as a resource for presenting their thinking. In this way, they were able to demonstrate their ability to think relationally. As the year progressed, these students, who had earlier been reluctant to share and had done so only by using several of the resources …
