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Improving Student Success In High School Algebra I By Identifying Successful Teachers And Schools Research Watch E R Report No 0610
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Book Synopsis Improving Student Success in High School Algebra I by Identifying Successful Teachers and Schools. Research Watch. E& R Report No. 06.10 by : Glenda Haynie
Download or read book Improving Student Success in High School Algebra I by Identifying Successful Teachers and Schools. Research Watch. E& R Report No. 06.10 written by Glenda Haynie and published by . This book was released on 2008 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined practices of teachers in Wake County Public Schools (WCPSS) high school Algebra I classes. Regression analyses of standardized state testing results allowed for identification of the most effective and least effective Algebra I teachers and schools. The study used surveys, observations, and focus group interviews to compare and contrast most effective teachers with less effective teachers. It found that the most effective algebra teachers averaged 68% of their time on new material daily; averaged seven transitions in ninety minutes; used sustaining feedback; had structured classes with a culture of mutual respect; told their students what to expect on tests and cautioned them about possible errors; emphasized problem solving and processes; and exhibited a sense of humor. These results can be used to motivate teacher and school improvement efforts.
Book Synopsis Middle School Algebra I by : Glenda Haynie
Download or read book Middle School Algebra I written by Glenda Haynie and published by . This book was released on 2009 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined practices of teachers in Wake County Public Schools' (WCPSS) middle school Algebra I classes. Regression analyses of standardized state testing results allowed for identification of the most effective and least effective Algebra I teachers. The study used surveys, observations, and focus group interviews to compare and contrast most effective teachers with less effective teachers. It found that the most effective middle school algebra teachers held a significantly more positive attitude toward their students than did less effective teachers. They had high expectations for "all" students, used mathematics vocabulary appropriately, had a structured classroom management style, taught bell to bell using an invigorated pace, and had a classroom culture in which students were free to ask questions, contribute, and offer explanations. These results can be used to motivate teacher and school improvement efforts. The following appendices are included: (1) Educational Preparation and Teaching Experience: Middle School Teachers; (2) Median Ranking of Algebra Topics; (3) Rankings of Algebra Topics; (4) Percentage of Instructional Time by Delivery Method; (5) Teacher Attitude Responses; and (6) P-Values.
Book Synopsis High School Algebra I Unlocked by : The Princeton Review
Download or read book High School Algebra I Unlocked written by The Princeton Review and published by Princeton Review. This book was released on 2016-08-09 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt: This eBook edition has been specially formatted for on-screen viewing with cross-linked questions, answers, and explanations. UNLOCK THE SECRETS OF ALGEBRA I with THE PRINCETON REVIEW. Algebra can be a daunting subject. That’s why our new High School Unlocked series focuses on giving you a wide range of key techniques to help you tackle subjects like Algebra I. If one method doesn't "click" for you, you can use an alternative approach to understand the concept or problem, instead of painfully trying the same thing over and over without success. Trust us—unlocking the secrets of Algebra doesn't have to hurt! With this book, you’ll discover the link between abstract concepts and their real-world applications and build confidence as your skills improve. Along the way, you’ll get plenty of practice, from fully guided examples to independent end-of-chapter drills and test-like samples. Everything You Need to Know About Algebra I. • Complex concepts explained in clear, straightforward ways • Walk-throughs of sample problems for all topics • Clear goals and self-assessments to help you pinpoint areas for further review • Step-by-step examples of different ways to approach problems Practice Your Way to Excellence. • Drills and practice questions in every chapter • Complete answer explanations to boost understanding • ACT- and SAT-like questions for hands-on experience with how Algebra I may appear on major exams High School Algebra I Unlocked covers: • exponents and sequences • polynomial expressions • quadratic equations and inequalities • systems of equations • functions • units, conversions, and displaying data ... and more!
Book Synopsis How Students Think When Doing Algebra by : Steve Rhine
Download or read book How Students Think When Doing Algebra written by Steve Rhine and published by IAP. This book was released on 2018-11-01 with total page 351 pages. Available in PDF, EPUB and Kindle. Book excerpt: Algebra is the gateway to college and careers, yet it functions as the eye of the needle because of low pass rates for the middle school/high school course and students’ struggles to understand. We have forty years of research that discusses the ways students think and their cognitive challenges as they engage with algebra. This book is a response to the National Council of Teachers of Mathematics’ (NCTM) call to better link research and practice by capturing what we have learned about students’ algebraic thinking in a way that is usable by teachers as they prepare lessons or reflect on their experiences in the classroom. Through a Fund for the Improvement of Post-Secondary Education (FIPSE) grant, 17 teachers and mathematics educators read through the past 40 years of research on students’ algebraic thinking to capture what might be useful information for teachers to know—over 1000 articles altogether. The resulting five domains addressed in the book (Variables & Expressions, Algebraic Relations, Analysis of Change, Patterns & Functions, and Modeling & Word Problems) are closely tied to CCSS topics. Over time, veteran math teachers develop extensive knowledge of how students engage with algebraic concepts—their misconceptions, ways of thinking, and when and how they are challenged to understand—and use that knowledge to anticipate students’ struggles with particular lessons and plan accordingly. Veteran teachers learn to evaluate whether an incorrect response is a simple error or the symptom of a faulty or naïve understanding of a concept. Novice teachers, on the other hand, lack the experience to anticipate important moments in the learning of their students. They often struggle to make sense of what students say in the classroom and determine whether the response is useful or can further discussion (Leatham, Stockero, Peterson, & Van Zoest 2011; Peterson & Leatham, 2009). The purpose of this book is to accelerate early career teachers’ “experience” with how students think when doing algebra in middle or high school as well as to supplement veteran teachers’ knowledge of content and students. The research that this book is based upon can provide teachers with insight into the nature of a student’s struggles with particular algebraic ideas—to help teachers identify patterns that imply underlying thinking. Our book, How Students Think When Doing Algebra, is not intended to be a “how to” book for teachers. Instead, it is intended to orient new teachers to the ways students think and be a book that teachers at all points in their career continually pull of the shelf when they wonder, “how might my students struggle with this algebraic concept I am about to teach?” The primary audience for this book is early career mathematics teachers who don’t have extensive experience working with students engaged in mathematics. However, the book can also be useful to veteran teachers to supplement their knowledge and is an ideal resource for mathematics educators who are preparing preservice teachers.
Book Synopsis The Algebra Miracle: The True Story of a High-Poverty School's Triumph in the Age of Accountability by : Stuart Alan Singer
Download or read book The Algebra Miracle: The True Story of a High-Poverty School's Triumph in the Age of Accountability written by Stuart Alan Singer and published by Lulu.com. This book was released on 2012-02-21 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: A miracle is defined as a highly improbable or extraordinary accomplishment. The story of the Algebra program at JEB Stuart High School in Fairfax, Virginia, qualifies for such a designation. Over a period of fifteen years, a series of ambitious, no-cost innovations which challenged the prevailing status quo in math education led to a set of academic accomplishments that were indeed improbable and extraordinary. This miracle was achieved by a high-poverty, ethnically diverse student body that was unique at the time but is now representative of schools found throughout the U.S. For everyone touched by education from parents and students to teachers and administrators, "The Algebra Miracle" will provide insights into the complexity of finding a low-cost formula for academic success in the tight budgetary times of the 21st century. This story serves as a model of what can be accomplished when a dedicated school staff commits its time, energy and creativity to the needs of their students.
Book Synopsis Using Design Research and History to Tackle a Fundamental Problem with School Algebra by : Sinan Kanbir
Download or read book Using Design Research and History to Tackle a Fundamental Problem with School Algebra written by Sinan Kanbir and published by Springer. This book was released on 2017-10-28 with total page 339 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this well-illustrated book the authors, Sinan Kanbir, Ken Clements, and Nerida Ellerton, tackle a persistent, and universal, problem in school mathematics—why do so many middle-school and secondary-school students find it difficult to learn algebra well? What makes the book important are the unique features which comprise the design-research approach that the authors adopted in seeking a solution to the problem. The first unique feature is that the authors offer an overview of the history of school algebra. Despite the fact that algebra has been an important component of secondary-school mathematics for more than three centuries, there has never been a comprehensive historical analysis of factors influencing the teaching and learning of that component. The authors identify, through historical analysis, six purposes of school algebra: (a) algebra as a body of knowledge essential to higher mathematical and scientific studies, (b) algebra as generalized arithmetic, (c) algebra as a prerequisite for entry to higher studies, (d) algebra as offering a language and set of procedures for modeling real-life problems, (e) algebra as an aid to describing structural properties in elementary mathematics, and (f) algebra as a study of variables. They also raise the question whether school algebra represents a unidimensional trait. Kanbir, Clements and Ellerton offer an unusual hybrid theoretical framework for their intervention study (by which seventh-grade students significantly improved their elementary algebra knowledge and skills). Their theoretical frame combined Charles Sanders Peirce’s triadic signifier-interpretant-signified theory, which is in the realm of semiotics, with Johann Friedrich Herbart’s theory of apperception, and Ken Clements’ and Gina Del Campo’s theory relating to the need to expand modes of communications in mathematics classrooms so that students engage in receptive and expressive modes. Practicing classroom teachers formed part of the research team. This book appears in Springer’s series on the “History of Mathematics Education.” Not only does it include an important analysis of the history of school algebra, but it also adopts a theoretical frame which relies more on “theories from the past,” than on contemporary theories in the field of mathematics education. The results of the well-designed classroom intervention are sufficiently impressive that the study might havecreated and illuminated a pathway for future researchers to take.
Book Synopsis Teacher Factors and the Impact on Student Success in Algebra I by : Kalee Marie McMullen
Download or read book Teacher Factors and the Impact on Student Success in Algebra I written by Kalee Marie McMullen and published by . This book was released on 2018 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Algebra I proficiency is an important aspect of a solid foundation in mathematics. Teachers play a critical role in the failure or success of students. Different teacher characteristics are thought to have a significant impact on the potential for student success. This non-experimental correlational research study seeks to examine the potential relationships between specific teacher characteristics and student success in Algebra I as measured by the Algebra I End of Course Exam scores. This study uses ordinary least squares regression analysis to examine the effects of independent variables on successful Algebra I scores. The independent variables in this study include teacher self-efficacy rating, certification type, years of experience teaching in total and teaching Algebra I specifically, and college degree earned. This study seeks to contribute to the body of knowledge by establishing a relationship, or lack thereof, between independent variables and student success in Algebra I. By establishing the presence or absence of a correlation between these variables, school leaders will have more research-based information to affect hiring decisions and teacher placement within Algebra I content areas. Results showed that years of experience teaching Algebra I was a significant predictor for student success in Algebra I. The other variables were not found to be significant predictors. Suggestions for future research are also included.
Book Synopsis Reaching Algebra Readiness (RAR) by : Tony G. Williams
Download or read book Reaching Algebra Readiness (RAR) written by Tony G. Williams and published by Springer Science & Business Media. This book was released on 2011-10-30 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research has shown that algebra is the doorway and gateway for future success of students in many aspects, including high school graduation, attending and success in college, and professional earning power. And the most important key to students’ success in algebra is their readiness. This book is not only a program that addresses algebra readiness; it is also a fundamental reform effort, based on the National Mathematics Advisory Panel’s (NMAP’s) Final Report (spring, 2008). The book approaches mathematic skills deficiencies on an individual basis, much like an IEP addresses the individual needs of a student with disabilities. The Reaching Algebra Readiness (RAR) process consists of four components: (1) Diagnostic, assessing student’s mastery of the skills needed to take algebra; (2) Prescriptive, developing an individualized plan to address specific math deficiencies; (3) Intervention, utilizing tools and resources (parental involvement, effective teaching strategies, etc), to improve students’ mathematics skills; and (4) Drills and Effective Teachings Strategies, mathematics is a discipline and, simply, there is no way of avoiding practice and drilling in reaching algebra readiness, which can be enhanced significantly by implementing proven effective teaching strategies. The Reaching Algebra Readiness (RAR) process and the related materials presented in this book will be revolutionary in helping all students acquire the math skills needed for success in algebra and beyond. This book is a must-guide for math teachers, parents who home school, parents who are looking for solutions, and educators pursuing fundamental education reforms.
Book Synopsis Bridging the Gap Between Arithmetic & Algebra by : Bradley S. Witzel
Download or read book Bridging the Gap Between Arithmetic & Algebra written by Bradley S. Witzel and published by Council For Exceptional Children. This book was released on 2015-11-15 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although two federal panels have concluded that all students can learn mathematics and most can succeed through Algebra 2, the abstractness of algebra and missing precursor understandings may be overwhelming to many students … and their teachers. Bridging the Gap Between Arithmetic & Algebra responds to this need for instruction and interventions that go beyond typical math lesson plans. Providing a review of evidence-based practices, the book is an essential reference for mathematics teachers and special education teachers when teaching mathematics to students who struggle with the critical concepts and skills necessary for success in algebra. Audiences: General education (mathematics) teachers, special education teachers, administrators, teacher educators.
Book Synopsis Learning and Understanding by : National Research Council
Download or read book Learning and Understanding written by National Research Council and published by National Academies Press. This book was released on 2002-09-06 with total page 589 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.
Book Synopsis Determining Indicators and Predictors of Effective Ninth Grade Algebra I Teachers by : Lauren Fay Holmes
Download or read book Determining Indicators and Predictors of Effective Ninth Grade Algebra I Teachers written by Lauren Fay Holmes and published by . This book was released on 2016 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Determining indicators and predictors of effective teachers is not only important to helping current practicing teachers improve, but is also important for the training of the new teaching force. There are now measures of effective teaching, but there are no sets of factors or attributes that define an effective teacher. Increased accountability falls on current educators and drives the questions of not only what makes an effective teacher, but how can teacher effectiveness be reliably measured? As the world looks to the United States to deliver advancements in the areas of science, technology, engineering, and mathematics, the questions remain - What qualities indicate effective Algebra I teachers and can student standardized assessments predict teacher effectiveness? A specific focus on Algebra I teachers is important as it is a required course for all students and it is a course that establishes future success in the areas of Science, Technology, Engineering, and Mathematics (STEM). This study established latent classes of effective and non-effective Algebra I teachers using measurements of teacher promoted engagement, teacher promoted understanding, and classroom management from the MET Project database and supports class identification accuracy with Principal effectiveness scores. Indicators of effective teachers are also determined through the Tripod 7Cs Student Perception Survey, the Classroom Assessment Scoring System, and the Framework for Teaching. Established categories of teacher effectiveness helped to identify teacher characteristics that defined effective and non-effective teachers. Teacher effectiveness classification was compared with student achievement data from the ACT QualityCore® Algebra I, and was not able to discriminate established latent classes of teacher effectiveness, suggesting student test scores did not predict effective teachers identified in this study. Knowledge of effective teacher characteristics will help to improve current teacher education programs, establish successful and meaningful professional development, and increase teacher retention rates in the United States, and shift the focus of teacher evaluation away from standardized test scores.
Book Synopsis Catalyzing Change in High School Mathematics by :
Download or read book Catalyzing Change in High School Mathematics written by and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Catalyzing Change in High School Mathematics : Initiating Critical Conversations is written for classroom teachers; counselors, coaches, specialists, and instructional leaders; school, district, and state administrators; curriculum developers; and policymakers at all levels with the goal of beginning a serious discussion of the issues for high school mathematics that are outlined in this document.--
Book Synopsis Algebra on Demand by : Jude Thaddeus Sandt
Download or read book Algebra on Demand written by Jude Thaddeus Sandt and published by . This book was released on 2018 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: School districts nationwide have yet to agree upon a standardized method for student achievement in algebra at the middle school level. This comparative case study, with a phenomenological approach, was designed to evaluate the implementation of a middle school algebra preparedness program, referred to as Algebra on Demand, in a Southeastern Pennsylvania (PA) School District. This program provided middle school students, grades 6-8, the opportunity to study algebra when they were deemed "ready" at the earliest grade level in their middle school education. Specifically, the study examined the perceptions of middle school mathematics teachers about how students are identified and selected to participate in the Algebra on Demand program, how middle school algebra teachers worked with students of varying abilities once they became part of the program, and to what extent the program prepared middle school Algebra 1 students to achieve proficiency on the PA Keystone Algebra 1 Exam. Through the frameworks of the Zone of Proximal Development (Vygotsky, 1978) and Change Theory (Heifetz, Grashow, & Linsky, 2009; Senge, Smith, Kruschwitz, Laur, & Schley, 2010; Kotter, 2012), the development and delivery of the program were explored. Key components of this study were to investigate how students were selected for the Algebra on Demand program, how student progress was monitored throughout participation, and what constituted successful completion of the program. Utilizing both qualitative and archival data collection processes for this study allowed these issues to be assessed from a variety of stakeholder viewpoints. These methods allowed the researcher to evaluate if the Algebra on Demand program model was a viable option for improving student achievement in algebra at the middle school level.
Book Synopsis Assessing the Assessment by : Jayson D. Lloyd
Download or read book Assessing the Assessment written by Jayson D. Lloyd and published by . This book was released on 2010 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: A high school education, which includes access to advanced math courses, has a positive effect on students. Math classes taken in high school show a relationship to higher salaries and college graduation rates. However, the high-stakes accountability system in California, redesigned in 2003 to meet the requirements of the No Child Left Behind Act (nclb), may be negatively affecting college attainment and actually reducing potential earnings of many high school graduates. The Academic Performance Index (api) with its incentive to increase student performance on Content Standards Tests (CSTs), may be leaving students behind. This quantitative study, focusing on 2003 and 2008 cst and api results of 153 schools with over 275,000 students, analyzed the percentage of 11th grade high school students enrolled in Algebra ii in 2003 compared to enrollment in 2008. The api ranks for schools were used to classify schools as successful or unsuccessful. Api ranks were used as the independent variable and enrollment in Algebra ii in the 11 th grade was used as the dependent variable, because of its potential to predict success after high school. Statistical analysis determined that high schools in which increasing numbers of students enrolled in Algebra I and Algebra ii increased their api rank. Therefore, the success of the students mirrored the school's success, and the most successful schools significantly increased their students' access to both Algebras. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Book Synopsis From Teasing to Torment by : Emily A. Greytak
Download or read book From Teasing to Torment written by Emily A. Greytak and published by . This book was released on 2016-09-28 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Developing Sustainable Digital Libraries: Socio-Technical Perspectives by : Ashraf, Tariq
Download or read book Developing Sustainable Digital Libraries: Socio-Technical Perspectives written by Ashraf, Tariq and published by IGI Global. This book was released on 2010-03-31 with total page 378 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book provides tools to complement an organization's burgeoning information treasuries, exploring new frontiers by looking at social and economic aspects of digital libraries and their sustainability"--Provided by publisher.
Book Synopsis AVOIDING THE BLIND ALLEY: China's Economic Overhaul and Its Global Implications by : DANIEL H. ROSEN.
Download or read book AVOIDING THE BLIND ALLEY: China's Economic Overhaul and Its Global Implications written by DANIEL H. ROSEN. and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
