An Investigation of Classroom Mathematics Instructional Practices in High-Poverty Middle Schools and the Extent of Their Relationship to Student Achievement in Arkansas

Autor/in	Williams, Shelley B.
Titel	An Investigation of Classroom Mathematics Instructional Practices in High-Poverty Middle Schools and the Extent of Their Relationship to Student Achievement in Arkansas
Quelle	(2013), (118 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Arkansas State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3035-9508-0
Schlagwörter	Hochschulschrift; Dissertation; Mathematics Instruction; Mathematics Achievement; Middle School Students; Poverty; Middle School Teachers; Mathematics Teachers; Public Schools; Charter Schools; Student Centered Learning; Educational Practices; Teacher Behavior; Arkansas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Armut; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Public school; Öffentliche Schule; Charter school; Charter-Schule; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Bildungspraxis; Teacher behaviour; Lehrerverhalten
Abstract	National and international studies indicate that there persists a gap in student mathematics achievement between middle school students who attend high poverty schools and their more affluent peers. We must close this gap for the sake of those students whose math skills may shut them out of future opportunities in science fields and technology. But what is the most effective approach to close the gap and give all students equitable opportunities to succeed? Some educators hold to the traditional approaches of rote memory, procedures, drill and practice as the way to teach necessary mathematics skills. Mathematics education reformers feel that what is needed is a totally student-centered approach. Still others believe that utilizing some teacher-centered and some student-centered strategies is the best way to teach students to think critically and mathematically (Marzano, Pickering, & Pollock, 2001). This study investigated the instructional practices and pedagogical behaviors that are being used by eighth grade mathematics teachers in Arkansas' public and public charter schools. Teachers in high and low poverty schools reported the use of both teacher and student centered strategies. However, there were differences noted in the frequency of the use of these strategies between the school types. The findings indicated that a balanced approach using both teacher and student centered strategies were associated with high performing schools. Additionally, a practice that had the singularly most focused relationship to high performing schools was teachers holding high expectations for student achieving. [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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01