Download or read book Implementation of Constructivist Teaching Strategies for At risk Students in the High School Math Classroom written by Rebecca D. Stevens and published by . This book was released on 2003 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Improving High School Mathematics Instruction written by Kimberly L. Neal and published by . This book was released on 2004 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this applied dissertation was to examine the effects of constructivist pedagogy when addressing the issues associated with below proficiency scores in basic skills in mathematics on the state exit exam. Scores of thirty-four 11th and 12th grade students who did not perform at the state-mandated levels of proficiency in basic skills in mathematics on the state exit exam were used for individualizing each of the student's instruction in the computer lab and for matching students together with strengths and weaknesses for peer-assisted instruction and group learning. Collaborative learning, cooperative learning, and computer-assisted instruction were used for a 16-week period. Results indicated that the applied dissertation program utilizing constructivist teaching strategies to improve mathematics outcomes for high school students was effective in two of the four identified outcomes. The program was effective in improving the scores of students repeating the state mandated exit exam and improving student motivation, however, the program was less effective in improving in-class achievement test scores. Nor was the program effective in improving classroom grades, in mathematics, of the students in the program. None-the-less, the pre- and post-test data did show an improvement for 91% of the students after implementation of the applied dissertation program. It is recommended that further research be completed using a student group not enrolled in a class set-up specifically for remediation of basic skills, that teacher in-service be provided on constructivist methods to enable the teachers to understand the importance of these methods and to correctly implement the use of them, that the class students are required to take, if they scored below standard on their first or second attempt on the mathematics subtest on the state mandated exit exam, be changed from a required elective to a suggested elective, and it is recommended that additional training be provided on technology use so that teachers can best provide programs that are tailored to the individual student's needs. (A student survey is appended to this document.) [An applied dissertation submitted to the Fischler School of Education and Human Services in partial fulfillment of the requirements for the degree of Doctor of Education.].

Download or read book The Impact of High School Math Teachers Conceptions of Teaching and Learning on Implementation of Student centered Instructional Practices written by Melissa Marie Lute and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, predictive, correlational study is to investigate the relationship between high school math teachers’ conceptions of constructivist instructional practices and their conceptions of traditional teaching practices with their implementation of student-centered learning (SCL) practices in their math classes. Cognitive constructivism, theories of teacher beliefs, and teacher self-efficacy provide a theoretical framework for understanding math teachers’ beliefs about teaching and learning and their use of SCL. This quantitative, nonexperimental study uses a correlational research design to investigate teachers' conceptions of teaching and learning and their implementation of student-centered instructional practices. The convenience sample included 68 high school math teachers in South Carolina. The teachers submitted online responses to the Teaching and Learning Conceptions Questionnaire (TLCQ), which produces two scores, one on constructivist conceptions and one on traditional conceptions. The teacher participants were also observed using the Reformed Teaching Observation Protocol (RTOP) to determine the extent which they use SCL practices in their classes. Using multiple linear regression analysis, the researcher examined the results of the TLCQ and RTOP. The results of the study show that the linear combination of teachers' conceptions of constructivist teaching practices and traditional practices may predict the level of student-centered instructional practices used in their math classes. Future research studies should consider using multiple observations, including other factors such as experience and self-efficacy, and a larger sample with a more diverse population.

Download or read book Becoming a Great High School written by Tim Westerberg and published by ASCD. This book was released on 2009 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides comprehensive research on high school reform from leading education experts, candid examples from the author's 26 years as a principal, and valuable insights from other leaders who have answered the call to make their schools better.

Download or read book Moral Classrooms Moral Children written by Rheta DeVries and published by Teachers College Press. This book was released on 2012-06-08 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: This classic bestseller, now updated for today's diverse teaching force and student populations, explores the benefits of sociomoral practices in the classroom. The authors draw on recent research to show how these approaches work with children ages 2–8. They focus on how to establish and maintain a classroom environment that fosters children's intellectual, social, moral, emotional, and personality development. Extending the work of Jean Piaget, the authors advocate for a cooperative approach that contrasts with the coercion and unnecessary control that can be seen in many classrooms serving young children. Practical chapters demonstrate how the constructivist approach can be embedded in a school program by focusing on specific classroom situations and activities, such as resolving conflict, group time, rule making, decision making and voting, social and moral discussions, cooperative alternatives to discipline, and activity time.

Download or read book 11 Effective Strategies for Teaching Math to Students who Have Given Up on Learning written by Jordan B. Smith and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Motivating teenagers to learn is a tough job. Motivating them to enjoy Math is harder than the Riemann Hypothesis! Math has certainly gotten a bad reputation for being a subject that involves endless calculations and problems that will never be used in the real world, especially now that we all walk around with calculators in our pockets! But the fact is that math is required in multiple areas of an adult's life, from preparing recipes to managing finances, and that's without a career in STEM. Neurodivergent students have even more of a difficult time with math as it can take more time and effort to understand complex concepts. At the same time, as students with special needs have significant difficulties with transitions, math is more important for them to make sense of the world and thrive as adults. While students have challenges learning and enjoying math, the special needs math teacher faces a wide range of obstacles--a severe lack of resources, guidance, and effective teaching strategies. You have some help, though. In this guide to teaching math to students who need additional support, you will discover: How to create a community classroom where all students feel valued, connected, and safe. 21 of the best manipulatives your math classroom needs. How to extrinsically and intrinsically motivate your high school students to study and learn math. What it takes for students to overcome mistake anxiety, develop a growth mindset, and become confident in the classroom. 15 apps to bring technology into the classroom and increase engagement in a way that is natural for students today. Why students need real-world examples in math and how to keep it real with math. Techniques to introduce peer-based learning to change the dynamics of your class. How to implement proven strategies such as CVA and schema-based instruction to improve your math class. Why you need to use the correct math vocabulary, plus a bonus detailed vocabulary list to have handy in class. 6 techniques to help your students retain information that doesn't require hours of traditional studying and revision. A step-by-step guide to creating your lesson plans and where to find the best resources for diverse activities across all math topics. And much more."--Amazon.com

Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Research Compendium written by and published by . This book was released on 1998 with total page 736 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Mixed Method Nested Case Study Identifying Creative Teaching Strategies to Reduce Math Anxiety in Middle and High School Students written by Kevin Grzybowski and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed method nested case study is to: (a) provide indicators and experiences math educators have recognizing math anxiety in students; (b) identify ways in which middle and high school math educators implement creative teaching strategies to reduce math anxiety in middle and high school students; and (c) look at the veracity and truthfulness of educator recognition of student math anxiety. Four data collection methods were implemented to complete this study: (1) survey, (2) one-on-one interviews, (3) classroom observations, and (4) Reisman Diagnostic Creativity Assessment (RDCA). The sample population for the survey was comprised of 35 middle and high school math educators: 20 middle school and 15 high school. Seven participants were selected to participate in the one-on-one interviews: four middle school and three high school math educators. Four participants were selected to participate in classroom observations: two middle school and two high school math educators. Finally, 13 educators participated in the RDCA: 11 middle school and 2 high school math educators. The researcher aimed to answer the following three research questions: (1) What are the similarities and differences of how middle and high school math educators recognize math anxiety in their students? (2) What creative teaching strategies do middle and high school math educators implement to decrease math anxiety among their students? (3) Do middle and high school mathematics educators have similar or different risk taking, tolerance of ambiguity, and originality when identifying their own creative strengths? The conceptual framework of this study involves experience teaching middle and high school mathematics, working/collaborating directly with middle and high school math educators, and implementing interventions and creative teaching strategies to reduce math anxiety in middle and high school students. The findings of this study may be used to: (1) help middle and high school math educators to understand how to identify math anxiety in their students, (2) understand creative teaching strategies and its implementation to reduce math anxiety in middle and high school students, and (3) help middle and high school math educators identify their own creativity factors. Keywords: Math anxiety, creative teaching strategies, middle school, high school, teaching mathematics, identifying creativity, reduce math anxiety

Download or read book Teaching Strategies for the High School Math Classroom written by Tabitha McAfee and published by . This book was released on 2012 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Current Index to Journals in Education written by and published by . This book was released on 2001 with total page 826 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Student Attitudes and Algebra written by Pamela A. Hayward and published by . This book was released on 2017 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: Algebra classes are traditionally taught in ways that emphasize on skill and drill and limit student interaction. This problem this study addresses is the decline in student attitudes and mathematical ability that occurs as students approach algebra. The purpose of this study is to explore how students explain and demonstrate their reasons for struggling in math, as a result of the researcher listening to their lived experiences with algebra in the past, as well as during their time in the researcher's social constructivist math classroom over a school year. The research questions guiding the study were: 1) What are the lived experiences of students in a constructivist algebra classroom?, 2) What meaning do the students make of their experiences in a social constructivist algebra classroom?, and 3) What strategies do students feel are most beneficial to them while learning algebra? In order to answer these three questions, the study was designed using a phenomenological framework and relied on qualitative research as the basis for the methodology. In addition, constructivism with the use of Activity Theory and Hannula's (2002) definition of attitude comprised of the lens through which the researcher analyzed students' experiences in a social constructivist algebra classroom. The primary finding of the study showed students entered the researcher's Algebra 2 Strategies class emotionally damaged with strong negative attitudes towards mathematics. At the end of the school year students showed a shift in their attitudes feeling more capable of succeeding in an algebra class. Findings showed students lived experiences within a math class are composed of student emotions, student actions, and the interactions with their teacher. With the use of care and compassion, the teacher acts as a bridge between student emotions and student actions within an algebra classroom. This research calls for teachers to utilize a Pedagogy of Care within their classrooms and presents a Final Action Plan for algebra teachers to follow.

Download or read book Understanding Teachers Perceptions and Strategies Implemented in High School Mathematics Classes Using ALEKS written by Tristan Kumor and published by . This book was released on 2021 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The Assessment and Learning in Knowledge Spaces (ALEKS) is an adaptive learning tool used by hundreds of thousands of high school students in the United States. This study was designed to understand how teachers in high school mathematics classrooms used the ALEKS system for instruction and to examine what their perceptions were of its ease of use and usefulness. A basic qualitative study was conducted where five Chicagoland high school mathematics teachers were interviewed three times over the course of one academic school year. This study asked teachers to share first hand experiences and perceptions of using ALEKS. The Technology Acceptance Model (TAM) served as the theoretical framework for examining these experiences and perceptions. The results of this study indicate a variety of teaching strategies that teachers used with ALEKS as well as many common themes. Teachers used the ALEKS tool for assessing student understanding through its quizzes and assignments, used the data analysis tools with the program to analyze student progress, and made use of ALEKS to allow students to practice and receive feedback on mathematical concepts. The findings of this study indicate that teachers found ALEKS to be easy to use and useful in their teaching. Specifically, teachers cited the assessment tools, built-in feedback, ability to personalize learning, and the accessibility of learning tools for students as useful in their teaching."--Boise State University ScholarWorks.

Download or read book In Search of Understanding written by Jacqueline G. Brooks and published by ASCD. This book was released on 1999-07-15 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: The activities that transpire within the classroom either help or hinder students' learning. Any meaningful discussion of educational renewal, therefore, must focus explicitly and directly on the classroom, and on the teaching and learning that occur within it. This book presents a case for the development of classrooms in which students are encouraged to construct deep understandings of important concepts. Jacqueline Grennon Brooks and Martin Brooks present a new set of images for educational settings, images that emerge from student engagement, interaction, reflection, and construction. They have considerable experience in creating constructivist educational settings and conducting research on those settings. Authentic examples are provided throughout the book, as are suggestions for administrators, teachers, and policymakers. For the new edition of their popular book, the authors have written an introduction that places their work in today's educational renewal setting. Today, they urge, the case for constructivist classrooms is much stronger and the need more critical. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.

Download or read book Developing Constructivist Early Childhood Curriculum written by Rheta DeVries and published by . This book was released on 2002 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt: Discusses how children can benefit from certain kinds of play during early childhood education, allowing them to explore their surroundings while still being conventially educated in the classroom.

Download or read book 10 Performance Based Projects for the Math Classroom written by Todd Stanley and published by Taylor & Francis. This book was released on 2021-09-03 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each book in the 10 Performance-Based Projects series provides 10 ready-made projects designed to help students achieve higher levels of thinking and develop 21st-century skills. Projects are aligned to the Common Core State Standards, allowing students to explore and be creative as well as gain enduring understanding. Each project represents a type of performance assessment, including portfolios, oral presentations, research papers, and exhibitions. Included for each project is a suggested calendar to allow teacher scheduling, mini-lessons that allow students to build capacity and gain understanding, as well as multiple rubrics to objectively assess student performance. The lessons are presented in an easy-to-follow format, enabling teachers to implement projects immediately. Grades 3-5

Download or read book Constructivism and Students with Special Needs written by Harris and published by Routledge. This book was released on 1996-04 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two important issues are at the heart of intense debate and a number of reforms concerning today's schools. One of these is pedagogy -- the art of science and teaching. A second issue regards the goals of education. Although there is widespread agreement that education involves far more than rote learning, debate continues regarding what the goals of education should be and how they should be pursued. This special issue focuses on the implications of constructivism for students with special needs--including those with learning disabilities (LD)--particularly within the current movement toward inclusion. Contributing authors were asked to consider applied classroom concerns. A central issue identified throughout was the tension between maintaining authentic, meaningful context for learning emphasized in constructivist principles and providing the level of explicit instruction needed for all students to gain important skills and strategies. Contributors provide both exemplars of integrative instruction and careful consideration of multiple issues faced by educators and students alike as they move toward implementation of constructivist principles in diverse classrooms.