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Articles 151 - 170 of 170
Full-Text Articles in Education
Teacher Beliefs And The Implementation Of The Mathematics Curriculum In An Urban School District, Debra A. Mahone
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 …
A Grounded Theory Approach To Use Of Differentiated Instruction To Improve Students' Outcomes In Mathematics, Juniace Senecharles Etienne
A Grounded Theory Approach To Use Of Differentiated Instruction To Improve Students' Outcomes In Mathematics, Juniace Senecharles Etienne
Walden Dissertations and Doctoral Studies
Teachers in a school district in a southeastern state are being challenged to meet the needs of students who have learning disabilities (LDs) and who require an individualized education program with a mathematics goal. The students are in danger of not passing state, district, and classroom mathematics tests, and not all the schools are meeting adequate yearly progress (AYP). Funding from the federal government is denied if a school does not achieve AYP; the school personnel must then complete a school improvement plan. The purpose of this study was to explore which differentiation instructional (DI) practices inclusion teachers were using …
A Case Study Of Differentiated Instruction In Upper Elementary Mathematics And Reading Classrooms, Laponya Alexandria Burris
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, …
The Efficacy Of Sheltered Instruction Observation Protocol (Siop) In Mathematics Instruction On English Language Learner Students, Jose L. Vidot
The Efficacy Of Sheltered Instruction Observation Protocol (Siop) In Mathematics Instruction On English Language Learner Students, Jose L. Vidot
Walden Dissertations and Doctoral Studies
Studies by the National Association for Educational Progress found that English Language Learner (ELL) students perform poorly compared to other students on standardized mathematics exams. The research problem addressed how Sheltered Instruction Observation Protocol (SIOP) affected the instructional practices of high school mathematics teachers. The purpose of this evaluative case study approach was to explore the extent to which the implementation of SIOP influenced mathematics instruction in a mid-sized rural high school. The conceptual framework for this study was formed by combining Krashen's i+1 nativist theory for language acquisition through comprehensible input, Long's interactionist theory for acquisition of knowledge and …
The Effect Of Special Education Student Participation And Engagement In Mathematics On Student Achievement, Ermanno Ferrara
The Effect Of Special Education Student Participation And Engagement In Mathematics On Student Achievement, Ermanno Ferrara
Walden Dissertations and Doctoral Studies
Engagement in mathematics lessons has a positive impact on student numeracy achievement. Yet special education students have experienced a significant drop in mathematics achievement from one year to the next, and this gap continues to grow. This mixed methods study examined the extent to which equal opportunities, similar to those offered to regular education students, are provided to special education students. It contributes to the body of knowledge regarding level of engagement of regular and special education students, the impact of their increased participation and engagement on numeracy achievement, and the ways to increase their level of engagement. Grounded in …
Middle School Mathematics Students' Perspectives On The Study Of Mathematics, Christy H. Vaughn
Middle School Mathematics Students' Perspectives On The Study Of Mathematics, Christy H. Vaughn
Walden Dissertations and Doctoral Studies
This qualitative study addressed the perceptions toward the study of mathematics by middle school students who had formerly been in a remedial mathematics program. The purpose of the study was to explore the past experiences of nine students in order to determine what is needed for them to feel successful in mathematics. The conceptual framework of the study was grounded in philosophies of motivation, including achievement goal theory, self-worth theory, self-efficacy theory, expectancy-value theory, and attribution theory. The study used a phenomenological research design to answer the key research question, which focused upon the experiences of students and the meaning …
Evaluation Of A Remedial Educational Program At A Southern Suburban Middle School, Mary K. Mills
Evaluation Of A Remedial Educational Program At A Southern Suburban Middle School, Mary K. Mills
Walden Dissertations and Doctoral Studies
No Child Left Behind (NCLB) mandates that students be measured yearly on standardized state tests, rather than on classwork, to show adequate academic growth. During the 2007--2008 school year, 38% of eighth graders in one state failed the math portion of the Criterion Referenced Competency Test (CRCT). The purpose of this quasi-experimental, pretest-posttest control-group study was to determine if there was a significant difference in CRCT scores between at-risk eighth-grade math students receiving instruction in (a) the Remedial Education Program (REP) and in (b) the regular program. The theoretical base for this study included Piaget's concrete operational theory, constructivist theory, …
Exploring The Meaning And Use Of Science Content Integration, Jason L. Garner
Exploring The Meaning And Use Of Science Content Integration, Jason L. Garner
Walden Dissertations and Doctoral Studies
Science content integration, or the simultaneous teaching of science with other subjects during learning activities, has been explored by multiple studies. However, due to a lack of consensus on its definition, it was difficult for educators in a local school district to discuss and evaluate the effectiveness of this instructional technique. This qualitative collective case study, based on a constructivist theoretical foundation, centered on the questions of how teachers defined and used science content integration, and perceptions of impediments to its use. Participants were five teachers in a suburban elementary school. The sources of data for this study were interviews, …
Kindergarten Teachers' Perceptions Of Barriers English Language Learners Face In Mathematics, Martha A. Franklin
Kindergarten Teachers' Perceptions Of Barriers English Language Learners Face In Mathematics, Martha A. Franklin
Walden Dissertations and Doctoral Studies
There is a disparity of mathematics achievement between native English speakers and English language learners (ELL). This study sought to understand the barriers ELL kindergarten students faced in being successful in mathematics. The purpose of this qualitative, instrumental case study was to explore kindergarten teachers' perceptions regarding English language learner's access to the mathematics curriculum and instruction. The conceptual foundation for this study drew from social development theory, which contends social interaction using language is necessary for cognitive development such as learning mathematics concepts. Individual interviews of 8 kindergarten teachers were conducted to understand kindergarten teachers' perceptions of the barriers …
High School Teachers' Perspectives On Effective Approaches For Teaching Biology To Students With Special Needs, Agnieszka Kos
High School Teachers' Perspectives On Effective Approaches For Teaching Biology To Students With Special Needs, Agnieszka Kos
Walden Dissertations and Doctoral Studies
The demands of national educational reforms require high school biology teachers to provide high quality instruction to students with and without special needs. The reforms, however, do not provide teachers with adequate teaching strategies to meet the needs of all students in the same context. The purpose of this grounded theory study was to understand high school biology teachers' perspectives, practices, and challenges in relation to teaching students with special needs. This approach was used to develop a substantive model for high school biology teachers who are challenged with teaching students with and without special needs. Data were collected via …
The Effect Of Learning Styles Strategies On Benchmark Eighth Grade Middle School Mathematics Achievement, Jean Ferrara
The Effect Of Learning Styles Strategies On Benchmark Eighth Grade Middle School Mathematics Achievement, Jean Ferrara
Walden Dissertations and Doctoral Studies
Low standardized mathematics scores resulted in a suburban middle school not reaching adequate yearly progress (AYP) for the 2 previous years. There were many possible factors contributing to this problem, among them the design of instruction. The purpose of this study was to identify learning styles of students and implement differentiated instructional strategies that address the learners' needs. The study was based on the Silver and Hanson's theory of learning style instruction and Gardner's multiple intelligences as a model for differentiating instruction. This sequential mixed methods quasi-experimental causal comparative design study investigated the effect of classroom intervention based on learning …
Assimilative Domain Proficiency And Performance In Chemistry Coursework, Scott William Byrnes
Assimilative Domain Proficiency And Performance In Chemistry Coursework, Scott William Byrnes
Walden Dissertations and Doctoral Studies
The assimilation and synthesis of knowledge is essential for students to be successful in chemistry, yet not all students synthesize knowledge as intended. The study used the Learning Preference Checklist to classify students into one of three learning modalities -- visual, auditory, or kinesthetic (VAK). It also used the Kolb Learning Style Inventory (KLSI), which utilizes four learning domains - Converging, Accommodating, Diverging, and Assimilating - to explain the students' maturation process by showing shift from any domain towards the Assimilating domain. A shift approaching this domain was considered as improvement in the assimilation and synthesis of knowledge. This pre-experimental …
The Impact Of Coteaching On Regular Education Eighth Grade Student Achievement On A Basic Skills Algebra Assessment, Misty B. Rigdon
The Impact Of Coteaching On Regular Education Eighth Grade Student Achievement On A Basic Skills Algebra Assessment, Misty B. Rigdon
Walden Dissertations and Doctoral Studies
Coteaching strategies have been implemented in many of the inclusion math classrooms in an attempt to improve the achievement of students. Math achievement continues to be a concern as reported by the National Mathematics Advisory Council in 2007. Educators and previous research reported that coteaching does not improve student achievement. The purpose of this study and the research question was designed to investigate, determine, and examine if coteaching has an impact on regular education students' achievement on an algebra assessment in the eighth grade. This concurrent mixed methods design used test data from a convenience sample of 70 eighth grade …
Professional Development In Elementary School Mathematics, C Scoggins
Professional Development In Elementary School Mathematics, C Scoggins
Walden Dissertations and Doctoral Studies
This study was an investigation of mathematics instruction and professional development at a rural elementary school. The Department of Education in a southern U.S. state implemented a new curriculum in 2007 that required major changes in mathematics instruction. The problems were that teachers engaged in different levels of training and many students experienced a decline in mathematics scores on the Criterion-Referenced Competency Test (CRCT). The historical learning theories of Piaget and Vygotsky framed the study. The guiding questions focused on how to improve mathematics instruction through professional development for teachers. Nine elementary school educators served as purposefully selected participants. The …
The Effect Of Cooperative Groups On Math Anxiety, Melissa Batton
The Effect Of Cooperative Groups On Math Anxiety, Melissa Batton
Walden Dissertations and Doctoral Studies
Research indicates that many students have difficulty with mathematics, which can be attributed to many factors including math anxiety. Students who experience math anxiety have poor attitudes towards mathematics and perform below grade level based on class and statewide assessments. The purpose of this quasi-experimental quantitative study was to investigate the effectiveness of cooperative groups on the math anxiety levels of Grade 5 male and female students. The theoretical foundation of the study included Vygotsky's social learning and Piaget's concept of knowledge. Thirty-two students from 2 Grade 5 classrooms were administered the pre and post MASC inventory. A repeated-measure ANOVA …
The Relationship Between Timed Drill Practice And The Increase Of Automaticity Of Basic Multiplication Facts For Regular Education Sixth Graders, Nelly P. Knowles
The Relationship Between Timed Drill Practice And The Increase Of Automaticity Of Basic Multiplication Facts For Regular Education Sixth Graders, Nelly P. Knowles
Walden Dissertations and Doctoral Studies
By the time students transition from elementary to middle school, many do not demonstrate mastery of recalling basic math facts. This 8-week quasi-experimental quantitative study, based in cognitive development and theories of the construction of memory, used a 3-level independent variable experimental design to determine if there was a relationship between teachers' implementation of timed drill practices and the students' level of automaticity with regard to basic multiplication facts in 9 sixth-grade, regular education math classes. The control group received no intervention, the first treatment group received weekly timed drill practice for 3 minutes, and a second treatment group received …
Inquiry-Based Instruction In Geometry: The Impact On End Of Course Geometry Test Scores, Betty Lewis
Inquiry-Based Instruction In Geometry: The Impact On End Of Course Geometry Test Scores, Betty Lewis
Walden Dissertations and Doctoral Studies
Research examining instruction in geometry and standardized tests suggests that students have difficulty grasping geometry concepts and developing problem solving skills. The purpose of this study was to examine the relationship between the use of inquiry-based strategies in a geometry class and achievement on the end of course test (EOCT) and to analyze qualitatively the implementation of inquiry-based instruction. Embedded in the theoretical framework of constructivism, inquiry-based instruction gives students skills to become independent learners. Addressing an issue in mathematics education, the primary research question focused on how to improve scores on a standardized geometry test. This mixed methods study …
A Phenomenological Study Of Assessment Methods In The Inquiry -Based Science Classroom: How Do Educators Decide?, Gina G. Tash
A Phenomenological Study Of Assessment Methods In The Inquiry -Based Science Classroom: How Do Educators Decide?, Gina G. Tash
Walden Dissertations and Doctoral Studies
The purpose of this phenomenological study was to describe the experiences of science educators as they select and develop assessment methods for inquiry learning. Balancing preparations for standardized tests and authentic inquiry assessment experiences can be challenging for science educators. The review of literature revealed that current research focused on instructional methods and assessment, students' assessment experiences, and teachers' instructional methods experiences. There remains a gap in current literature regarding the experiences of science educators as they select and develop assessment methods for inquiry learning. This study filled the gap by providing a description of the experiences of science educators …
The Relationship Between Learning Style Preference And Achievement In The Adult Student In A Multicultural College., Matilde E. Roig
The Relationship Between Learning Style Preference And Achievement In The Adult Student In A Multicultural College., Matilde E. Roig
Walden Dissertations and Doctoral Studies
Minority college students have varied learning styles and process information from distinct background and cultural perspectives, which influences their learning. Accordingly, the way faculty approach teaching affects student achievement. Few minorities are in scientific fields, with a shortage of scientists predicted. A problem exists in understanding the relationship between learning style preferences and achievement of minority college students. The purpose of the study was to investigate this relationship in adult minority students in a South Florida college's biology courses. Research questions pertained to relationships between learning style preferences, race, ethnicity and grades. This quantitative study used the online Felder-Soloman Inventory …
An Experimental Study Of The Effectiveness Of The Developmental Mathematics Course At Lehigh County Community College, Robert G. Clark
An Experimental Study Of The Effectiveness Of The Developmental Mathematics Course At Lehigh County Community College, Robert G. Clark
Walden Dissertations and Doctoral Studies
The primary purpose of this study was to determine the effectiveness of the Developmental Mathematics program at the Lehigh county Community College. There was no positive evidence that the existing method of selecting students and/or the material content of the course was affective in achieving its stated objective; that of bringing the skill and ability of weak students needing remedial treatment up to the minimum level required for probable success in first-year college mathematics. The general hypothesis posed was that the students who took the Developmental Mathematics course would perform better in first-year college mathematics than those students whose ACT …