Journal articles on the topic 'Math middle school teachers'
To see the other types of publications on this topic, follow the link: Math middle school teachers.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Math middle school teachers.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Redding, Christopher, Laura Neergaard Booker, Thomas M. Smith, and Laura M. Desimone. "School administrators’ direct and indirect influences on middle school math teachers’ turnover." Journal of Educational Administration 57, no. 6 (November 4, 2019): 708–30. http://dx.doi.org/10.1108/jea-10-2018-0190.
Full textAbstract:
Purpose Administrator support has been identified as a key factor in deterring teacher turnover. Yet, the specific ways school principals directly or indirectly influence teacher retention remain underexamined. The paper aims to discuss this issue. Design/methodology/approach This study includes a survival analysis to examine when beginning mathematics teachers turned over and the extent to which teacher quality and administrative support was associated with the turnover, and an analysis of exit surveys explaining teachers’ decision to turn over. Findings New teachers with more supportive administrators are less likely to turn over. The influence of administrative support on teacher turnover does not appear to be driven by more supportive administrators improving a school’s professional community, increasing teacher autonomy, or increasing the frequency of professional development and mentoring. While both increased administrative support and teaching quality independently predict reduced turnover, the strength of the association of administrative support on turnover does not appear to be related to the level of teacher quality nor mediated through teacher quality. Practical implications Results suggest that the presence of high levels of administrative support are more influential in deterring new teacher turnover than more direct supports, such as the assignment of mentors or recommending professional development. Originality/value The use of in-depth data on beginning teachers’ induction supports and teaching quality collected over multiple years shows distinct ways administrators influence new teachers’ decision to remain in their first school.
2
Switzer, J. Matt. "Bridging the Math Gap." Mathematics Teaching in the Middle School 15, no. 7 (March 2010): 400–405. http://dx.doi.org/10.5951/mtms.15.7.0400.
Full text
3
Hodge, Lynn Liao, and Michael Lawson. "Strengthening Partnerships through Family Math Nights." Mathematics Teaching in the Middle School 23, no. 5 (March 2018): 284–87. http://dx.doi.org/10.5951/mathteacmiddscho.23.5.0284.
Full textAbstract:
Collaboration is central to impacting mathematics teaching and learning. As a university mathematics education professor (the first author) and a graduate student in mathematics education and former high school mathematics teacher (the second author), we have initiated partnerships with urban and rural middle schools, families, and preservice teachers during the past five years, using Family Math Nights (FMNs) as the vehicle for collaboration. FMNs are events that usually take place in school gyms, libraries, or cafeterias to promote awareness and inspire interest in K-12 mathematics education. The events are highly interactive, with stations that allow both adults and students to interact with teachers to better understand what inquiry and best practices in mathematics look like. The approach that we facilitated is quite different from the typical approach to designing and implementing FMNs.
4
Schielack, Janie, and Cathy L. Seeley. "Contemporary Curriculum Issues: Transitions from elementary to middle school math." Teaching Children Mathematics 16, no. 6 (February 2010): 358–62. http://dx.doi.org/10.5951/tcm.16.6.0358.
Full textAbstract:
The beginning of every school year provides challenges to students from a variety of sources. This year's teachers may structure their classroom differently from last year's teachers. Teachers at the same grade level may place greater emphasis on different topics. Teachers' expectations for how students participate in instructional activities may differ. Students also face the problem of forgetting what they learned last year, especially if they have not used particular mathematical knowledge or skills over the summer months. Such annual challenges are minor in comparison with the challenges that students face during crucial transition points: from elementary school to middle school, from middle school to high school, and from high school to postsecondary education.
5
Naslund, Beverly. "Projects: Math and Science Solutions (MASS) Project." Mathematics Teacher 96, no. 3 (March 2003): 222. http://dx.doi.org/10.5951/mt.96.3.0222.
Full textAbstract:
The Math and Science Solutions (MASS) project is an Eisenhower Professional Development Grant that connects schools in diverse settings throughout Illinois using a variety of learning technologies. The goal of the MASS project is to improve instruction and student learning in middle school and high school mathematics and science classrooms by helping to increase teachers' content knowledge, technology integration skills, and engaged learning knowledge, in addition to creating a forum for collaboration on classroom and curricular ideas. A learning network has been formed by connecting mathematics and science teachers and administrators with faculty and preservice teachers from Western Illinois University, in Macomb, Illinois.
6
Irizarry, Yasmiyn. "On Track or Derailed? Race, Advanced Math, and the Transition to High School." Socius: Sociological Research for a Dynamic World 7 (January 2021): 237802312098029. http://dx.doi.org/10.1177/2378023120980293.
Full textAbstract:
Recent scholarship has examined how accelerated math trajectories leading to calculus take shape during middle school. The focus of this study is on advanced math course taking during the critical yet understudied period that follows: the transition to high school. Data from the High School Longitudinal Study of 2009 are used to examine advanced math course taking in ninth grade, including both track persistence among students who took advanced math in middle school and upward mobility among students who took standard math in middle school. Results reveal sizable racial gaps in the likelihood of staying on (and getting on) the accelerated math track, neither of which are fully explained by prior academic performance factors. Interactions with parents and teachers positively predict advanced math course taking. In some cases, interactions with teachers may also reduce inequality in track persistence, whereas interactions with counselors increase such inequality. Implications for research and policy are discussed.
7
Volpe, Betty J. "Teacher to Teacher: A Girls' Math Olympiad Team." Mathematics Teaching in the Middle School 4, no. 5 (February 1999): 290–93. http://dx.doi.org/10.5951/mtms.4.5.0290.
Full textAbstract:
IN 1991 I BEGAN TO COACH THE SIXTHgrade Math Olympiad Team in Candlewood Middle School, a public middle school for grades 6 through 8. The Mathematical Olympiads for Elementary and Middle Schools (MOEMS) is a nonprofit public foundation that provides opportunities for children through grade 6 to experience creative problem solving in a nonthreatening competitive setting throughout the school year. The Math Olympiads holds five olympiad contests, which are given at monthly intervals beginning in the middle of November. Thus, each school has about two and one-half months to get ready for the olympiads. Each olympiad contest contains five verbal problems, each with a time limit. Each team may have a maximum of thirty-five participants. When the olympiads conclude in the middle of March, about two and one-half months remain to discuss and review the olympiad problems and to introduce new topics.
8
Moon, Jodi Saxton. "Median Middle School." Journal of Cases in Educational Leadership 19, no. 4 (November 3, 2016): 47–56. http://dx.doi.org/10.1177/1555458916657121.
Full textAbstract:
This case was developed for use with future school leaders in an educational setting. There are several topics of discussion that can be developed, including but not limited to policy implementation, the efficacy of professional learning communities, and improving student learning outcomes. The setting is a solidly performing middle school in the third year of implementing a new policy of common assessments through a professional learning committee model. Data are presented about the students, the district, and the teachers involved. Students must support the main player in the story: a new principal who is about to begin work with an established math department in the midst of collaborative crisis.
9
Nathan, Linda F. "First Person: Carmen: Friend, colleague, creative disruptor." Phi Delta Kappan 104, no. 1 (August 29, 2022): 56–57. http://dx.doi.org/10.1177/00317217221123651.
Full textAbstract:
Linda Nathan remembers the colleague who helped her through the first days of her new position as a bilingual math teacher at a Boston middle school and then became a close friend. When Nathan was overwhelmed, Carmen Torres, a bilingual science teacher, reassured her and became a model for how to lead her classroom. When Carmen died in April 2022, Nathan shared her story with other teachers and school leaders who have been inspired both to consider who their Carmens have been and to be Carmens for new teachers in their schools.
10
Joshi, Ela, Sy Doan, and Matthew G. Springer. "Student-Teacher Race Congruence: New Evidence and Insight From Tennessee." AERA Open 4, no. 4 (October 2018): 233285841881752. http://dx.doi.org/10.1177/2332858418817528.
Full textAbstract:
Our work aims to substantiate and extend earlier findings on the effects of student-teacher race matching on academic achievement using longitudinal data for students in Grades 3 through 8 in Tennessee. We examine heterogenous effects not only by racial subgroup and student preparedness, as explored in prior literature, but also by levels of teacher effectiveness, drawing on data from the state’s teacher evaluation system. We find that student-teacher race congruence does not have a significant overall effect on test scores. However, subgroup analyses reveal a positive, significant race-match effect in elementary school math. We observe meaningful effects for Black students in both reading and math, race-matched students in the bottom-most preparedness quartile in math, and race-matched students assigned to teachers in the middle two teacher performance quartiles in math. Our results align with prior findings, emphasizing that race-match effects transcend state borders. Findings support policy efforts to diversify the educator labor force.
11
Montague, Marjorie, Craig Enders, and Samantha Dietz. "Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students With Learning Disabilities." Learning Disability Quarterly 34, no. 4 (November 2011): 262–72. http://dx.doi.org/10.1177/0731948711421762.
Full textAbstract:
The purpose of the study was to improve mathematical problem solving for middle school students with learning disabilities by implementing a research-based instructional program in inclusive general education math classes. A total of 40 middle schools in a large urban district were matched on state assessment performance level (low, medium, and high performing) and socioeconomic status. One school from each pair was randomly assigned to the intervention condition, and one eighth grade math teacher participated at each school ( n = 40). Because of attrition at the outset, 24 schools completed the study (8 intervention, 16 comparison). The intervention, Solve It!, a research-based cognitive strategy instructional program, was implemented for 7 months, and periodic progress monitoring was conducted. A cluster-randomized design was used, and the data were consistent with a three-level model in which repeated measures were nested within students and students were nested within schools. The results indicated that students who received the intervention ( n = 319) showed significantly greater growth in math problem solving over the school year than students in the comparison group ( n = 460) who received typical classroom instruction. Moreover, the intervention effects did not differ for students with learning disabilities, low-achieving students, and average-achieving students. Thus, the findings were positive and support the efficacy of the intervention when implemented by general education math teachers in inclusive classrooms.
12
Martinie, Sherri, and Janet Stramel. "Families Ask: Manipulatives in the Middle School." Mathematics Teaching in the Middle School 9, no. 6 (February 2004): 332–33. http://dx.doi.org/10.5951/mtms.9.6.0332.
Full textAbstract:
Students of all ages need to do math to understand math. Manipulatives provide a way for students to do mathematics in a concrete manner, and they learn some mathematics concepts better when explored with manipulatives. Middle school teachers sometimes fail to see the purpose of manipulatives, citing reasons such as time constraints and management problems, and generally feel that they are not important. Training students in the appropriate use of manipulatives alleviates many management problems and results in the effective use of time. Learning new concepts in the middle grades is just as complex a task as learning new concepts at grades K–3.
13
Heo, Haeja, and Soomi Kim. "A Study on the Beliefs of Primary and Secondary Pre-Teachers with a Focus on Math Mindset." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 15 (August 15, 2022): 765–79. http://dx.doi.org/10.22251/jlcci.2022.22.15.765.
Full textAbstract:
Objectives It is to examine the mathematical mindsets of pre-primary and secondary school teachers in Korea and the mathematical beliefs that affect them.
Methods A survey was conducted on 108 pre-service teachers who will be elementary, middle or high school teachers in the near future and verification of differences between groups was verified using SPSS's t-test and ANOVA. In addition, the correlation between the mathematical mindset and other factors was analyzed.
Results The average math beliefs and math mindsets of pre-service teachers were slightly above 3 on a 5-point scale, respectively. In addition, there was a tendency for mathematical beliefs and mathematical mindsets to change negatively as the grade rises. However, although there were no differences by university, gender, and high school, the interaction effect of gender by university was significant in math self-concept, and male students in both universities had higher math self-concept than female students. In addition, math mindsets were found to be correlated with self-concept, mastery orientation, and belief in mathematics.
Conclusions As the existence of preliminary teachers with fixed mindsets has been confirmed, teacher education institutions should devise measures to explicitly guide preliminary teachers to the theory of growth.
14
Tooke, D. James. "Middle School Math Teachers: What Do They Need from Preservice Programs?" Clearing House: A Journal of Educational Strategies, Issues and Ideas 71, no. 1 (September 1997): 51–52. http://dx.doi.org/10.1080/00098659709599323.
Full text
15
Smith, Thomas M., Laura Neergaard Booker, Eric D. Hochberg, and Laura M. Desimone. "Do Organizational Supports for Math Instruction Improve the Quality of Beginning Teachers’ Instruction?" Teachers College Record: The Voice of Scholarship in Education 120, no. 7 (July 2018): 1–46. http://dx.doi.org/10.1177/016146811812000702.
Full textAbstract:
Background/Context Researchers have found that teachers’ effectiveness at increasing student achievement improves during the first few years on the job. Yet little research maps the trajectory of beginning teachers’ instructional quality or investigates what forms of support are associated with variation in this trajectory. Further, although beginning teachers face many challenges not directly related to the rigor of their instruction, such as classroom management, effectively implementing high-quality instruction remains a major challenge. Purpose/Objective/Research Question/Focus of Study This article focuses on five research questions: (a) What are the initial levels of beginning seventh- and eighth-grade teachers’ mathematics instructional quality? (b) To what extent are teachers’ preservice qualifications (e.g., major; mathematics knowledge for teaching), prior teaching experience (e.g., weeks of student teaching), and school teaching context (e.g., percent of student receiving free or reduced price lunch) associated with the quality of their instruction during their first semester of teaching? (c) What are the levels of, and changes in, organizational supports for math instruction that these teachers receive during their first three years in the profession? (d) To what extent does the instructional quality of beginning middle school math teachers change over their first three years of teaching? and (e) To what extent do content-focused supports (e.g., math-focused mentoring, math-focused PD, professional community, principal leadership) provided over these three years predict improvement in instructional quality? Population/Participants/Subjects Participants include 62 teachers from eight southeastern and three northeastern districts in the United States. Research Design Using observation, survey, and interview data, we identify the links between the organizational supports provided beginning teachers and the teachers’ improvements in instructional quality during their first three years of teaching. Findings/Results Results suggest little improvement in the instructional quality of mathematics lessons during the first three years of teaching and that most organizational supports, as they are currently delivered, do not appear to help beginning middle school mathematics teachers improve their instructional quality. Using in-depth case studies, we explore the nature of the supports provided and their potential links to teacher improvement. Conclusions/Recommendations Our quantitative findings suggest that current methods of supporting beginning middle school mathematics teachers are not robust enough to support the type of teacher improvement demanded by new math standards, although our qualitative analyses suggest ways of designing these supports to better attend to instructional improvement. Our findings also emphasize the critical role the principal can play in connecting new teachers to effective supports.
16
Benson, Tracey A., Amber Bryant, and Tuba Gezer. "Segregation within integrated schools: Racially disproportionate student-teacher assignments in middle school." education policy analysis archives 28 (November 9, 2020): 170. http://dx.doi.org/10.14507/epaa.28.5503.
Full textAbstract:
Racial segregation has been an ongoing issue in American education and one of the leading contributors to the racial achievement gap. Prior to the Brown v. Board decision of 1954, Black Americans were legally relegated to substandard schools and educational opportunities. Post-Brown, racial segregation continues to manifest as a result of de facto segregation and second-generation segregation. Moreover, the predominantly White teaching force – a negative consequence of desegregation – has been linked to poorer outcomes for Black and Latino students. Our study examines trends in racially disproportionate assignment of Black and Latino students to less experienced teachers than their White counterparts. Specifically, our analysis illustrates statistically significant trends in the assignment of less experienced teachers to Black and Latino students in middle school math over several years. This analysis contributes to the recent research phenomenon of measuring the cumulative pattern of racially disproportionate teacher-student assignments over time as a particularly effective means of understanding the effects of systematic and sustained inequalities on academic achievement. Across several grades and content areas of instruction, we found that the race of students was related to the teaching experience of their teachers. Our findings illustrate the negative impacts of racial segregation on students of color and supports the need for more intervention and administrative intentions regarding teacher-student assignments and racial equity in schools.
17
Akiba, Motoko. "Professional Learning Activities in Context: A Statewide Survey of Middle School Mathematics Teachers." education policy analysis archives 20 (May 21, 2012): 14. http://dx.doi.org/10.14507/epaa.v20n14.2012.
Full textAbstract:
Based on a statewide survey of professional learning activities among 577 middle school mathematics teachers in Missouri, this study examined two questions: 1) What professional learning activities do middle school math teachers participate in and how much time do they spend in these activities?, and 2) How are teacher qualifications and contextual characteristics associated with the amount of their professional learning activities? The study examined seven types of formal and informal professional learning activities: 1) professional development programs, 2) teacher collaboration, 3) university courses, 4) professional conferences, 5) mentoring/coaching, 6) informal communications, and 7) individual learning activities. The study found that middle school mathematics teachers spend the greatest amount of time involved in teacher collaboration, professional development programs, and individual learning activities. In addition, mathematics teachers in high-poverty and ethnically diverse districts tend to spend more time in formal learning activities such as professional development programs, teacher collaboration, and mentoring/coaching than do mathematics teachers in wealthier and less diverse districts. To promote a greater level of teachers’ participation in shared learning activities, it is important for district and school administrators to offer professional learning activities that meet mathematics teachers’ learning needs for understanding students’ mathematical knowledge and thinking.
18
Jackson, Kirabo, and Alexey Makarin. "Can Online Off-the-Shelf Lessons Improve Student Outcomes? Evidence from a Field Experiment." American Economic Journal: Economic Policy 10, no. 3 (August 1, 2018): 226–54. http://dx.doi.org/10.1257/pol.20170211.
Full textAbstract:
Many websites now warehouse instructional materials designed to be taught by teachers in a traditional classroom. What are the potential benefits of the new resources? We analyze an experiment in which we randomly give middle school math teachers access to existing high-quality, off-the-shelf lessons, and in some cases, support to promote their use. Teachers receiving access alone increased students’ math achievement by a marginally significant 0.06 of a standard deviation. Teachers who received access and support increased students’ math achievement by 0.09 of a standard deviation. Weaker teachers experience larger gains, suggesting that these lessons substitute for teacher skill or efforts. The online materials are more scalable and cost effective than most policies aimed at improving teacher quality, suggesting that, if search costs can be overcome, there is a real benefit to making high-quality instructional materials available to teachers on the Internet. (JEL C93, I21, J24, J45)
19
Newton, Sunni, Meltem Alemdar, Jayma Koval, Jessica Gale, Sabrina Grossman, Stefanie Wind, Mike Ryan, and Marion Usselman. "Evaluation Approach: Practice-Focused Middle School Science Modules." Journal of Research in STEM Education 5, no. 2 (December 31, 2019): 170–88. http://dx.doi.org/10.51355/jstem.2019.47.
Full textAbstract:
Advanced Manufacturing and Prototyping Integrated to Unlock Potential (AMP-IT-UP) is a National Science Foundation (NSF) funded K-12 Math & Science Partnership (MSP) project with a goal of promoting math, science, and engineering learning through STEM integration-focused curricula. As part of this project, curriculum writers developed one-week modules providing instruction on a set of STEM practices within the context of the appropriate grade-level content. These STEM practices are Experimental Design, Data Visualization, and Data-Driven Decision Making; the emphasis of each of these practices is, respectively, the collection of data, the representation of data, and the use of data to support complex decision-making. Nine of these one-week modules were created in the science domain, one focused on each practice at grade levels 6, 7, and 8. A parallel set of nine modules in the math domain were also created. In this paper, we will focus on our assessment of the implementation of these modules across four middle schools. We will present our methodology for assessing this complex instructional effort. Data sources included online implementation surveys, teachers’ on-line posts, as well as classroom observations. Findings were triangulated across these multiple data sources to provide detailed insights into curriculum functioning and teacher experiences. We will also provide some results from pre-post assessments of student learning, which were written for a subset of the science modules. Overall, the results indicate positive teacher experiences as well as significant increases in student learning in some modules. Findings from these data sources were used by curriculum developers to inform later iterations of the modules.
20
Foss, Susan M. "Teacher to Teacher: Literature in the Mathematics Classroom: Introducing The Inch Boy to Middle School Students." Mathematics Teaching in the Middle School 13, no. 9 (May 2008): 538–42. http://dx.doi.org/10.5951/mtms.13.9.0538.
Full textAbstract:
I was sitting in a faculty meeting when my principal suggested that teachers of all disciplines should read to their students. I remember thinking to myself, These are middle school students. They should know how to read already. My principal continued by explaining that reading aloud to a class is an excellent and effective way to in-still the love of literature in students. I was doubtful, and thought, I'm a math teacher. We don't have time to read books in math. As if he were reading my mind, the principal gave examples of how teachers of all disciplines, including mathematics, could incorporate literature into their lessons. I was skeptical but decided to give it a try.
21
Montague, Marjorie, Craig Enders, and Marcelo Castro. "Academic and Behavioral Outcomes for Students at Risk for Emotional and Behavioral Disorders." Behavioral Disorders 31, no. 1 (November 2005): 84–94. http://dx.doi.org/10.1177/019874290503100106.
Full textAbstract:
The purpose of this study is to describe academic and behavioral outcomes for adolescents who were identified when they were in kindergarten and first grade as being at risk for developing emotional and behavioral disorders. Results indicated that primary school academic achievement and teacher ratings of academic competence were highly predictive of middle school reading achievement and moderately predictive of math achievement. Teacher ratings of behavior across time were consistent and reliable, and behavioral ratings by primary school teachers were predictive of students' behavioral ratings by middle school teachers. These findings suggest that young students with academic and behavioral problems continue to display problems into adolescence, placing them at serious risk for school failure and dropping out. Results have implications for early identification and prevention/intervention programs for at-risk students.
22
Schueler, Beth E. "Making the Most of School Vacation: A Field Experiment of Small Group Math Instruction." Education Finance and Policy 15, no. 2 (March 2020): 310–31. http://dx.doi.org/10.1162/edfp_a_00269.
Full textAbstract:
Catching students up who have fallen behind academically is a key challenge for educators, and can be difficult to do in a cost-effective manner. This field experiment examines the causal effect of a program designed to provide struggling sixth and seventh graders with math instruction delivered in small groups of roughly ten students by select teachers over weeklong vacation breaks. The program was implemented in a set of low-performing Massachusetts middle schools undergoing turnaround reforms. Attendance at these “Vacation Academies” increased the probability that students scored proficient or higher on Common Core–aligned math exams by 10 percentage points and reduced students’ exposure to exclusionary discipline by decreasing out-of-school suspensions post-Academy. I find suggestive evidence of positive spillover effects on English Language Arts achievement and end-of-course grades in math and reading. Participants assigned to a single primary teacher for the entire week saw larger reductions in out-of-school suspensions than did students who rotated through teachers specializing in particular lessons. However, teacher specialization was associated with greater test score gains, suggesting a trade-off in outcomes depending on program design. Overall, the program's low cost and lack of a highly competitive teacher selection process make it a scalable approach to individualizing instruction.
23
Sorensen, Lucy C., and Helen F. Ladd. "The Hidden Costs of Teacher Turnover." AERA Open 6, no. 1 (January 2020): 233285842090581. http://dx.doi.org/10.1177/2332858420905812.
Full textAbstract:
High teacher turnover imposes numerous burdens on the schools and districts from which teachers depart. Some of these burdens are explicit and take the form of recruiting, hiring, and training costs. Others are more hidden and take the form of changes to the composition and quality of the teaching staff. This study focuses on the latter. We ask how schools respond to spells of high teacher turnover and assess organizational and human capital effects. Our analysis uses two decades of administrative data on math and English language arts middle school teachers in North Carolina to determine school responses to turnover across different policy environments and macroeconomic climates. Based on models controlling for school contexts and trends, we find that turnover has marked, and lasting, negative consequences for the quality of the instructional staff and student achievement. Our results highlight the need for heightened policy attention to school-specific issues of teacher retention.
24
Sari, Dwi Ivayana, I. Ketut Budayasa, and Dwi Juniati. "ANALISIS PENYELESAIAN TUGAS PROBABILITAS SISANALISIS PENYELESAIAN TUGAS PROBABILITAS SISWA SD DITINJAU DARI PERBEDAAN KEMAMPUAN MATEMATIKA DAN GENDER." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 7, no. 1 (June 11, 2018): 124. http://dx.doi.org/10.24127/ajpm.v7i1.1344.
Full textAbstract:
This study is aimed to analyze probabilistic thinking of elementary school students based on math ability and gender differences. Descriptive explorative approach was used to describe in depth probabilistic thinking of boys with high, middle, low math ability and girls with high, middle, low math ability. The result showed that probabilistic thinking of boy with high math ability indicated multistructural because his thinking quantitative and proportional. While probabilistic thinking of boys with middle, low math ability and girls with high, middle, low math ability indicated unistructural because their thinking quantitative and non proportional. Beside that, boys’ thinking in solving probability tasks was more analytical and flexible than girls’ thinking. So, students with math ability difference, gave difference response in solving probability tasks. This result found new strategy in solving probability comparison task. This result could contribute to curriculum developer to introduce probability in elementary school level and teachers could use discussion method in teaching probability material.
25
Backes, Ben, and Michael Hansen. "The Impact of Teach for America on Non-Test Academic Outcomes." Education Finance and Policy 13, no. 2 (March 2018): 168–93. http://dx.doi.org/10.1162/edfp_a_00231.
Full textAbstract:
Recent evidence on teacher productivity suggests that teachers meaningfully influence non-test academic student outcomes that are commonly overlooked by narrowly focusing on test scores. Despite a large number of studies investigating the Teach For America (TFA) effect on math and English achievement, little is known about non-tested academic outcomes. Using administrative data from Miami-Dade County Public Schools, we investigate the relationship between being in a TFA classroom and five non-test student outcomes commonly found in administrative datasets: days absent, days suspended, GPA, classes failed, and grade repetition. We validate our use of non-test student academic outcomes to assess differences in teacher productivity using the quasi-experimental teacher switching methods of Chetty, Friedman, and Rockoff ( 2014 ) and fail to reject the null hypothesis of unbiasedness in most cases in elementary and middle school, although in some cases standard errors are large. We find suggestive evidence that students taught by TFA teachers in elementary and middle schools were less likely to miss school due to unexcused absences and suspensions compared with students taught by non-TFA teachers in the same school, although point estimates are very small. Other outcomes were found to be forecast-unbiased but showed no evidence of a TFA effect.
26
McDonald, Michael, and Yulei Pang. "Comparing the Performance on the MI and SAT/PSAT for the Purpose of Monitoring Student Achievement." International Journal of Information and Education Technology 11, no. 12 (2021): 590–96. http://dx.doi.org/10.18178/ijiet.2021.11.12.1569.
Full textAbstract:
This paper will discuss the correlation between the SAT and the Math Inventory Test. Many school districts adopted the Math Inventory as a tool to measure student growth from grades kindergarten through high school. The Math Inventory is a computer-administered test that gives students math problems spanning from counting to high school level math. When completed, the students are given a quantile measure, much like a Lexile score for reading skill. The purpose of this study is to figure out if success on the Math Inventory is a good indicator for performing well on the SAT. For most high schools around the United States, objectives and lessons are aligned with those of the SAT. The goal of high school teachers is for students to excel on the SAT so that they can go to college, which means the tests used in middle school should be aligned with that goal. If the Math Inventory is not, then it might not be a very good use of school time and resources. Data was analyzed from the 2017-2018 school year from ten different high schools in an urban school district to determine the correlation between Math Inventory score, and the math score/sub scores of SAT/PSAT. The value of the Pearson’s correlation coefficient is used to suggest a fairly moderate positive relationship between these two variables.
27
Obara, Samuel, and Nie Bikai. "Promoting math teacher active learning with the lesson study approach." International Journal for Lesson and Learning Studies 8, no. 2 (April 8, 2019): 135–48. http://dx.doi.org/10.1108/ijlls-11-2018-0088.
Full textAbstract:
PurposeRecent years have seen a movement toward using active learning to ground professional development in classroom practice. The paper aims to discuss this issue.Design/methodology/approachThe present case study describes how a group of middle school mathematics teachers improved classroom instruction through the use of lesson study.FindingsThis case study suggests the success of the lesson study in supporting teachers’ active learning.Originality/valueFor the lesson study, teachers’ active learning is assessed across four dimensions.
28
Argentin, Gianluca, Aline Pennisi, Daniele Vidoni, Giovanni Abbiati, and Andrea Caputo. "Trying to Raise (Low) Math Achievement and to Promote (Rigorous) Policy Evaluation in Italy." Evaluation Review 38, no. 2 (April 2014): 99–132. http://dx.doi.org/10.1177/0193841x14529125.
Full textAbstract:
Background: Italy is a country showing low math achievement, especially in the Southern regions. Moreover, national student assessments are recent and rigorous policy evaluation is lacking. This study presents the results of one of the first randomized controlled trials implemented in Italian schools in order to measure the effects of a professional development (PD) program for teachers on student math achievement. The program was already at scale when it was being evaluated. Objective: Assessing the effects of a PD program for math teachers on their students’ achievement and making suggestions for future policy evaluations. Design: A large-scale clustered randomized control trial has been conducted. It involves 175 lower secondary schools (sixth - eighth grade) in four among the Italian lowest performing regions. Alongside national standard math assessments, the project collected a wide amount of information. Subjects: Math in lower secondary schools. Measures: Math achievement as measured by standardized tests provided by the National Education Assessment Institute (Istituto Nazionale per la Valutazione del Sistema di Istruzione e Formazione); teacher and student practices and attitudes collected through questionnaires. Results: Findings suggest that the program had no significant impact on math scores during the first year (when the program was held). Nonetheless some heterogeneity was detected, as the treatment does seem “to work” with middle-aged teachers. Moreover, effects on teaching practice and student attitudes appear. Conclusion: Some effects attributable to the intervention have been detected. Moreover, this project shows that a rigorous approach to evaluation is feasible also in a context lacking attention towards evidence-based policies, such the Italian school system.
29
McClain, Anita, and Teresa North. "Effect of Technology Integration on Middle School Math Proficiency: A Multiple Linear Regression Study." International Journal of Education in Mathematics, Science and Technology 9, no. 4 (October 2, 2021): 557–70. http://dx.doi.org/10.46328/ijemst.1456.
Full textAbstract:
Mandates to improve curriculum and instruction and incorporate technology in teaching U.S. K-12 students have failed to improve math proficiency as measured by standardized assessments. Still, 40–60% need remedial coursework in college. Past efforts have focused on incorporating specific technologies. The SAMR approach redirects the effort to focus on how technology is used, aligning with Bloom’s taxonomy. Hierarchical multiple linear regression analysis was used to quantify the contribution of Substitution, Augmentation, Modification, and Redefinition to MAP Growth in math for 644 students taught by eight teachers across 36 class sections at a single Indiana middle school. A wide range in teacher use of technology corresponded to significant (p .05) differences in MAP Growth. Hierarchical multiple linear regression revealed that incorporation of SAMR elements above Substitution explained a small, 2.0%, yet significant (p = .001) part of variation in MAP Growth. At least Most Weeks use of Augmentation added 1.06 points (p = .008), Modification an additional 2.12 points (p = .002), and Redefinition an additional 1.19 points (p = .003) for a combined significant net 4.37-point increase. With all teachers from the same school and only some using technology at high learning levels, the findings led to a recommendation for investment in professional development training rather than focusing on adding specific technology tools.
30
Raheem al-Hayd, Teacher Dr Mo'ayad Kadim. "Classroom management faced by the math teacher for the preparatory phase problems." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 226, no. 3 (September 1, 2018): 185–204. http://dx.doi.org/10.36473/ujhss.v226i3.91.
Full textAbstract:
The current research aims to identify the problems with classroom management school math middle school through the verification of the following two hypotheses:
There is no classroom management problems facing teachers in middle school mathematics .
2.There is no difference is statistically significant at the level of significance (0.50) in the classroom management problems due to the length of service (less than 5 years) and (5 years or more).
The limited research on teachers of mathematics middle school day in the Directorate-General for Education Baghdad's Karkh / 2 for the academic year 2016-2017m, and get the results have been statistically processing the data using the weighted average used to know the severity of the problem and its significance, weight percentile used to extract the severity of the problem and its significance, and Chi-square used to know statistical significance depending on the variable length of service (less than 5 years ") and (5 years and more).
The findings from the study that the number of problems with this questionnaire in the first top half (14) problem ranged degrees of strength of the educational problems between the upper limit amid a weighted (429.4) and the lowest central casting (304.3), and also showed no statistically significant differences between the responses of differences according to the variable service teachers in most of the problems but three problems where there are significant differences between the responses of teachers, according to the variable of service, and for the benefit of teachers with the service (5 years or more), and in the light of the findings of the researcher from the results of a number of recommendations and proposals viable for research and study.
31
Laffey, Evelyn H., Kimberly Cook-Chennault, and Linda S. Hirsch. "Rutgers University Research Experience For Teachers In Engineering: Preliminary Findings." American Journal of Engineering Education (AJEE) 4, no. 1 (June 29, 2013): 13–26. http://dx.doi.org/10.19030/ajee.v4i1.7931.
Full textAbstract:
In addressing the nation’s need for a more technologically-literate society, the Rutgers University Research Experience for Teachers in Engineering (RU RET-E) is designed to: (1) engage middle and high school math and science teachers in innovative “green” engineering research during the summer, and (2) support teachers in integrating their research experiences into their academic year, precollege classrooms. The current paper addresses the following two questions: (1) To what extent did RU RET-E impact participants? and (2) To what extent did participants implement resulting lesson plans? During the 2011 summer, seventeen math and science teachers (RU RET-E Fellows) engaged in “green” research alongside faculty and graduate students. Teachers were required to apply to the program in pairs as one math and one science teacher from the same school. The rationale was that the team would develop interdisciplinary lessons and that teachers would have a colleague at their school who shared the same experience as supports during the school year. The paper provides an overview of the summer experiences and the academic year follow-up activities. Data from the pre- and post-surveys and follow-up questionnaire about lesson implementation are presented. Preliminary data evidences that RU RET-E was successful in enhancing teachers’ understanding of engineering and supporting them as they designed lessons for their precollege classrooms. Most notably, teachers’ confidence in their ability to define engineering, describe what engineers do, generate challenging problems for advanced students and integrate engineering into their curriculum increased significantly.
32
Lyman, Charles. "Exciting Science in Middle Schools." Microscopy Today 20, no. 3 (May 2012): 7. http://dx.doi.org/10.1017/s1551929512000338.
Full textAbstract:
In his biography Steve Jobs, Walter Isaacson describes how a single elementary school teacher could inspire a kid to study math and science. During those same formative years, Jobs's neighborhood was filled with engineers who could discuss nifty science topics with young Steve. While today's average school kid may not have such influences, the fact remains that Steve Jobs turned toward math and science before high school. Interest in science should be kindled during middle school so that students will take appropriate courses in high school in preparation to study science in college.
33
Taatjes, Douglas J., and Janet Schwarz. "The Microscopy Society Of America's Project MICRO: The Vermont Experience." Microscopy Today 8, no. 10 (December 2000): 18–19. http://dx.doi.org/10.1017/s1551929500054134.
Full textAbstract:
Project MICRO (Microscopy in Curriculum - Research Outreach) is an initiative by the Microscopy Society of America (MSA) to connect scientists with middle school teachers in an effort to introduce young students to the scientific method. Through a collaboration with the Lawrence Hall of Science (LHS) at the University of California, Berkeley, a teacher's manual was produced as part of the LHS GEMS (Great Explorations in Math and Science) series. This manual, entitled “Microscopic Explorations”, can be used by scientists and middle school teachers alike to prepare a Project MICRO “Festival” to be presented in the classroom. Detailed information concerning Project MICRO in general, and the Microscopic Explorations manual can be obtained from the Project MICRO web page from MSA (http://www.msa.microscopy.com/ProjectMicro/PMHomePage.html).
34
Berg, Marlene. "Education and Advocacy: Improving Teaching and Learning Through Student Participatory Action Research." Practicing Anthropology 26, no. 2 (April 1, 2004): 20–24. http://dx.doi.org/10.17730/praa.26.2.06416w6t05630844.
Full textAbstract:
Youth PAR has demonstrated success with marginalized urban high school and middle school students, in after school settings. To be successful, however, the approach must address significant gaps in literacy, science and math skills resulting from inadequate schooling and institutionalized educational and other structural disparities. One way to address this and at the same time to achieve the dual goals of scaling up the approach and transforming urban educational instructional practices, is to engage middle and high school teachers in a partnership that introduces Youth PAR in their classrooms. This article describes the process of integrating PAR into school curriculum using data from a pilot project introduced in four urban Connecticut middle schools. As a case example, it illustrates the approach, highlights some of the lessons learned and addresses some of the challenges faced in introducing the approach in middle school settings.
35
Ruppert, Nancy B., Bridget Coleman, Holly Pinter, Denise T. Johnson, Meghan Rector, and Chandra Diaz. "Culturally Sustaining Practices for Middle Level Mathematics Teachers." Education Sciences 12, no. 12 (December 12, 2022): 910. http://dx.doi.org/10.3390/educsci12120910.
Full textAbstract:
This chapter provides middle school mathematics teachers with strategies to specifically address culturally responsive teaching goals. Authors provide background on culturally sustaining practices and use Ellerbrock and Vomvoridi-Ivanovic’s (2019) three goals for Responsive Middle Level Mathematics Teaching (RMLMT) as a foundation to suggest three specific tools middle level practitioners can use to enhance their students’ experiences. The first goal, advancing young adolescent learners’ mathematical thinking, includes getting to know individuals’ mathematical selves. Goal two addresses promoting equity in young adolescent learner’s mathematical classroom learning experiences. Goal three, attending to young adolescents’ characteristics, needs, and interests, includes an examination of ways to use young adolescent characteristics in middle school math classrooms. The three tools we are recommending include: reflection, literacy integration, and utilization of place-based, problem-based learning. Each of these tools reflect practices that sustain an environment operationalizing the goals of RMLMT.
36
Rimbey, Michelle, and Linda Kucan. "Implementation as a Dynamic Process: A Case Study of Teacher Sensemaking of a Cross-Content Area Vocabulary Intervention." Journal of Education 198, no. 3 (October 2018): 185–201. http://dx.doi.org/10.1177/0022057418811124.
Full textAbstract:
This investigation examined how middle school teachers implemented Word Generation, a cross-content vocabulary intervention and how the program affected student learning of academic vocabulary words. Participants included four content area teachers and their sixth-grade students. Students received vocabulary instruction in their social studies, science, and math classes. Results of the posttests revealed that students showed positive differences in their learning as compared with a comparison school and maintained those differences on a delayed posttest. In addition, teachers’ sensemaking was influenced by factors related to knowledge and experiences, policy initiatives, and the social contexts in which they worked. This investigation reveals the complex nature of intervention implementation in schools.
37
Gilmour, Allison F. "Teacher Certification Area and the Academic Outcomes of Students With Learning Disabilities or Emotional/Behavioral Disorders." Journal of Special Education 54, no. 1 (June 4, 2019): 40–50. http://dx.doi.org/10.1177/0022466919849905.
Full textAbstract:
Special education certification is used as an indicator of teaching quality in research, practice, and policy. This study examined whether elementary and middle school students with learning disabilities (LD) or emotional/behavioral disorders (EBD) scored better on state math and English language arts (ELA) assessments in years when they were taught by a teacher certified in special education or dual-certified in special education and another area compared to years when they were taught by general education–certified teachers. For most student groups, academic achievement appeared unrelated to teacher certification type. Students with LD and higher academic skills appeared to benefit from having a dual-certified teacher over a general education–certified teacher in ELA. Lower achieving students with EBD scored worse in math when they were taught by special education–certified teachers instead of general education–certified or dual-certified teachers. Implications for indicators of teaching quality in special education are discussed.
38
Seed, Allen Hugh. "Cohort Building through Experiential Learning." Journal of Experiential Education 31, no. 2 (November 2008): 209–24. http://dx.doi.org/10.1177/105382590803100207.
Full textAbstract:
Universities are exploring ways to better prepare teachers for the classroom and to keep them there. Building cohorts of pre-service teachers is one of the ways currently under scrutiny. The University of Memphis began a new cohort-based, grant-funded program entitled Recruitment and Retention through Reinvention of Teacher Education (3Rs) to prepare middle-school math and science teachers in the summer of 2006. This article presents the results of a qualitative study on the effects of a four-day experiential learning program on the development of the 3Rs cohort of middle school pre-service teachers. Participants indicated that their experience was an effective way to build a graduate student cohort. Close relationships with each other were developed and support from the faculty was noted. Few pressing concerns were voiced. Getting away for an overnight stay, focus on educational best practices, and demonstrating the need and importance of this experience were listed as essential to the program.
39
Roberts, Sally K. "The Important Thing about Teaching Problem Solving." Mathematics Teaching in the Middle School 16, no. 2 (September 2010): 104–8. http://dx.doi.org/10.5951/mtms.16.2.0104.
Full textAbstract:
I teach a content course in problem solving for middle school teachers. During the course, teacher candidates have the opportunity to confront their insecurities as they actively engage in solving math problems using a variety of strategies. As the semester progresses, they add new strategies to their problem-solving arsenal and explicitly reflect on teaching and learning practices that are conducive to this process.
40
Stump, Sheryl L. "Learning to Lead/Leading to Learn." Teaching Children Mathematics 20, no. 3 (October 2013): 146–53. http://dx.doi.org/10.5951/teacchilmath.20.3.0146.
Full textAbstract:
Elementary and middle school teachers in a graduate class learned to use the PRIME Leadership Framework to focus on established principles, engaging with their colleagues, and specific tasks and challenges that math coaches face.
41
Olofson, Mark, and David Knight. "Does the Middle School Model Make a Difference? Relating Measures of School Effectiveness to Recommended Best Practices." Education Sciences 8, no. 4 (September 24, 2018): 160. http://dx.doi.org/10.3390/educsci8040160.
Full textAbstract:
Since the emergence of middle schools as distinct educational settings in the 1960s, proponents of the model have advocated for structures and approaches that best meet the particular developmental needs of young adolescents. Middle school researchers have developed frameworks of best practices for schools that have been widely, if not uniformly, adopted. However, there is a paucity of large-scale quantitative research on the efficacy of such best practices. In this study we used state-level administrative data from Texas to estimate the school-level contribution to standardized test scores in math and language arts, along with absenteeism. We then regressed these value-added quantities on indicators of middle school structures, along with research-supported predictors of school efficacy. Results showed that schools with fewer classes in the school day and higher quality teachers performed better, among other indicators. Findings from models using the campus contribution to absenteeism were similar. These results indicate that while elements of the middle school model may help transform individual schools, the equitable distribution of resources and the undoing of de facto segregation are vital to the success of all young adolescents.
42
Kinasih, Indira Puteri, and Nur Hardiani. "Role Playing and the Changing of Teacher Understanding to Middle School Mathematics Lesson Planning within ELPSA Framework." Jurnal Pendidikan Matematika 14, no. 2 (June 30, 2020): 183–98. http://dx.doi.org/10.22342/jpm.14.2.6647.183-198.
Full textAbstract:
The lesson plan plays an important role in the achievement of learning objectives. This paper aimed to describe the effect of lesson plan role play on changes in teacher understanding regarding the process of mathematics lesson plan writing using the ELPSA framework. The method used was descriptive qualitative. 13 West Nusa Tenggara math teachers were involved through filling out questionnaires about the lesson plan writing habits among teachers, the usefulness of role-playing, and the impact on the lesson plan improvement process they designed. Results showed that the lesson plan role play was able to change the teacher's understanding, particularly on the importance of clear and communicative lesson designs as well as the sequential and anticipatory learning scenarios included. This change in teachers' understanding also has an impact on the awareness of teachers to improve their draft lesson plan in terms of integrated learning indicators, sequentialness, and the content quality of learning activities and clarity of teaching notes that allow the lesson plan to be more explicit and applicable. Overall, it can be concluded that more than 95% of the teacher respondents stated that role play had a positive influence in the form of a willingness to re-reflect and reconstruct each lesson plan. In general, they gain knowledge and awareness about how to build a good lesson plans so that they have the potential to create activities and an atmosphere of teaching and learning that are interactive, focused, and pay attention to what students already know.
43
Hwang, NaYoung, and Brian Fitzpatrick. "Student–Teacher Gender Matching and Academic Achievement." AERA Open 7 (January 2021): 233285842110400. http://dx.doi.org/10.1177/23328584211040058.
Full textAbstract:
Scholars have examined the effects of same-gender teachers on student achievement, but the findings are mixed. In this study, we use 7 years of administrative data from students in elementary and middle schools (i.e., Grades 3 through 8) in Indiana to test links between gender matching and student achievement. We find that female teachers are better at increasing both male and female students’ achievement than their male counterparts in elementary and middle schools. The positive effects of having female math teachers are particularly large for female students’ math achievement, but we do not find evidence for a positive gender matching effect in English language arts. In addition, contrary to popular speculation, boys do not exhibit higher academic achievement when they are assigned to male teachers. Our findings suggest that the effects of teacher gender on student learning vary by subject and gender, but the effect sizes are small.
44
Aljaberi, Nahil, and Eman Gheith. "In-Service Mathematics Teachers’ Beliefs About Teaching, Learning and Nature of Mathematics and Their Mathematics Teaching Practices." Journal of Education and Learning 7, no. 5 (July 20, 2018): 156. http://dx.doi.org/10.5539/jel.v7n5p156.
Full textAbstract:
The aim of this study is four fold: (a) to investigate the beliefs of elementary (grades 1-3) and middle school (4-6 grades) math teachers about teaching, learning and nature of mathematics; (b) to explore their teaching practices of mathematics; (c) to study the impact of their educational qualifications, years of experience, major on their beliefs toward teaching, learning and nature of mathematics, and; (d) to explore the relationship between their beliefs about teaching learning and nature of mathematics and their teaching practices. Data were collected using two questionnaires: the Math Teacher Beliefs Scale and the Mathematics Teaching Practices Scale. The study sample consisted of 101 teachers who teach in 11 private schools located in Amman, Jordan. The result of this study showed that teachers’ beliefs towards teaching and learning mathematics are more inclined towards being constructive or mixed in between. It was also concluded that the teaching practices lean towards constructivism. There were no significant differences attributed to years of experience, academic level, major, or at what stage they teach, whether it revolves around the their beliefs towards teaching and learning mathematics or towards teaching practices (from teachers’ perspective). The study results revealed a statistically significant correlation between what the teachers believe and what teaching practices they put into use.
45
Desimone, Laura M., Eric D. Hochberg, and Jennifer Mcmaken. "Teacher Knowledge and Instructional Quality of Beginning Teachers: Growth and Linkages." Teachers College Record: The Voice of Scholarship in Education 118, no. 5 (May 2016): 1–54. http://dx.doi.org/10.1177/016146811611800507.
Full textAbstract:
Background/Context We lack strong and consistent information about which measures of knowledge matter most for good teaching and student learning, and what are trajectories of improvement for novice teachers. Research Questions We explore the level, variation, and change in teacher knowledge and instruction in the first two years of teaching, the relationship between Mathematical Knowledge for Teaching (MKT) and more distal measures such as certification. Sample We studied 45 middle school math teachers in their first two years of teaching, in 11 districts of varying size and urban status in two southeastern and two mid-Atlantic states. Research Design and Analysis This is a longitudinal (two-year) study of natural variation, which includes descriptive, correlational, individual growth curve, and regression analyses. Data Collection Based on multiple administrations of survey data, MKT assessments, and classroom observations using the Instructional Quality Assessment (IQA), we developed measures of (a) the rigor of lesson activities and classroom discussion, (b) the quality of classroom discussion, (c) the relative emphasis on procedural versus higher-order cognitive demands, (d) the proportion of time spent on basic versus advanced math topics, and (e) the number of topics covered, or instructional breadth. Findings Key findings are as follows: (1) many beginning math teachers in our sample had neither a degree in math nor substantial coursework in math; (2) teachers generally had low MKT scores, a balanced approach to emphasizing cognitive demands, low levels of discussion quality, and substantial across-teacher variation in topic coverage; (3) teachers improved in some but not all measures of instructional quality; (4) there were no direct relationships between MKT and instructional quality; (5) we found little evidence that MKT is a better predictor of instructional quality than distal measures, but we did find suggestive evidence that MKT may help to explain their predictive power; (6) we found suggestive evidence that taking more advanced math courses predicts desirable teaching practices; and (7) the number of weeks of student teaching in math was consistently related to more rigorous instruction and less emphasis on basic topics. Conclusions These results have implications for shaping teacher preparation programs, teacher in-service professional development, and certification policies, as well as how we study new teachers and calibrate our expectations for improvement in novice teachers.
46
Iyer, Ranjani, and Joseph Pitts. "Teaching Math to My Scholars: Inner City Middle School Students." Journal of Education and Learning 6, no. 3 (May 4, 2017): 243. http://dx.doi.org/10.5539/jel.v6n3p243.
Full textAbstract:
Teaching in an inner city school requires classroom management, resilience, and most importantly strategies to promote learning and growth. There is a constant need for acceleration in student growth in core subjects, especially Math. A blended learning model can be an effective option for schools to personalize learning experiences for students and cater to individual needs for effective learning. Blended learning classes produce statistically better results than their face-to-face, non-hybrid equivalents (U.S. Department of Education, 2010). The purpose of this article is to analyze student demographics as it relates to student performance in an inner city school. As a teacher, you probably need to be one of the most flexible people in the world (Featherstone et al., 1997). Educators need to use learning activities that are both fun and relevant to the students’ present body of knowledge to master and comprehend math skills. The authors discuss strategies that can be utilized to enhance and promote student performance and growth. Also, elements of educational methodology based on the author’s experience are discussed and its influences on student performance.
47
McCoy, Sara, and Kathryn S. Reinke. "Teacher to Teacher: Math Counts: It Really Works!" Mathematics Teaching in the Middle School 3, no. 1 (September 1997): 32–33. http://dx.doi.org/10.5951/mtms.3.1.0032.
Full textAbstract:
I teach a course, “topics of middle school Mathematics,” at Oklahoma State University. One of my students is involved with tutoring for MATHCOUNTS, and I encouraged her to write a short article about her experiences. This article is an excellent example of how students come to realize that what they learn in their teachereducation courses is valid.
48
SHANAHAN, TIMOTHY, and CYNTHIA SHANAHAN. "Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy." Harvard Educational Review 78, no. 1 (April 1, 2008): 40–59. http://dx.doi.org/10.17763/haer.78.1.v62444321p602101.
Full textAbstract:
In this article, Timothy and Cynthia Shanahan argue that "disciplinary literacy" — advanced literacy instruction embedded within content-area classes such as math, science, and social studies — should be a focus of middle and secondary school settings. Moving beyond the oft-cited "every teacher a teacher of reading" philosophy that has historically frustrated secondary content-area teachers, the Shanahans present data collected during the first two years of a study on disciplinary literacy that reveal how content experts and secondary content teachers read disciplinary texts, make use of comprehension strategies, and subsequently teach those strategies to adolescent readers. Preliminary findings suggest that experts from math, chemistry, and history read their respective texts quite differently; consequently, both the content-area experts and secondary teachers in this study recommend different comprehension strategies for work with adolescents. This study not only has implications for which comprehension strategies might best fit particular disciplinary reading tasks, but also suggests how students may be best prepared for the reading, writing, and thinking required by advanced disciplinary coursework.
49
Lynch-Arroyo, Ruby L., Mourat Tchoshanov, and William Medina-Jerez. "Math is beautifully intimidating: Analyzing the conflict between teacher affective disposition and observed positioning-by-others." International Electronic Journal of Mathematics Education 18, no. 1 (January 1, 2023): em0722. http://dx.doi.org/10.29333/iejme/12627.
Full textAbstract:
Teacher productive disposition is considered as one of the key strands of mathematical proficiency. Teacher<i> </i>disposition and positioning (disposition in action) toward mathematics influence student learning. However, teachers’ productive disposition does not always translate into productive positioning in the mathematics classroom, and vice versa. In this study, we selected teacher dis/position as the unit of analysis to explore the phenomenon of two middle school mathematics teachers’ self-reported affective disposition and observed positioning-by-others. Grounded in positioning theory the relationship between teacher disposition and positioning-by-others was examined utilizing a cross-case analysis. Results of the study indicate that dispositional characteristics such as attitude, self-concept, and nature of mathematics were significantly different between the cases. The study findings also suggest that interconnectedness between teacher core disposition and positional situatedness could potentially contribute to understanding and addressing the complexity of teaching and learning in the mathematics classroom.
50
Witte, John F., and Daniel J. Walsh. "A Systematic Test of the Effective Schools Model." Educational Evaluation and Policy Analysis 12, no. 2 (June 1990): 188–212. http://dx.doi.org/10.3102/01623737012002188.
Full textAbstract:
This article presents cross-sectional data on the relation between school achievement and measures of school environment, particularly “effective schools” characteristics. The data are for 38 high schools, 32 middle schools, and 134 elementary schools, across 22 districts in the Milwaukee metropolitan area. The achievement measures include standardized test data in math and reading, as well as dropout rates. In addition to a wide range of school characteristics, key measures of school environment were collected through lengthy mailed surveys of 5,500 teachers in the districts. In addition to an effective schools index, we analyze the effects of parental involvement and variation in teacher control of key decisions in schools. The findings offer support for the notion that school environment has an effect on achievement. They also show that the complex of environmental variables that are significantly related to achievement are themselves highly intercorrelated and very much affected by the location of the school (city or suburbs) and the student population in the schools. These results lead us to question the direction of causality and thus the certainty of success of intervention programs along current effective schools lines.