<p> This study investigated the perceptions of teachers of grades three, four, and five regarding differentiated instruction in conjunction with Standards-Based Report Card as aligned to the Common Core State Standards. The purpose of this study was specifically seeking teacher perceptions on how these phenomenon interact, as well as teacher to parent communication, student awareness of standards, and reassessment practices. </p><p> The sample (n = 140) consisted of regular education teachers, grades three, four, and five from districts in both Illinois and Missouri. These districts used a Standards-Based Report Card at one or more of these intermediate grade levels. The participants completed a survey designed to determine teacher perceptions of the effect of differentiated instruction on the Standards-Based Report Card in conjunction with the Common Core State Standards. This survey was developed to answer the six research questions. </p><p> The researcher analyzed the data descriptively and inferentially. The researcher concluded that districts need more training and need to promote teacher buy-in. The descriptive results demonstrated teacher perceptions about communication, student awareness, and reassessment. Overall, teachers do not perceive that they are communicating more due to the Standards-Based Report Card. Teachers tend to agree that students are aware of their progress as a result of the Standards-Based Report Card and that they are reassessing in math and ELA. The researcher concluded the study by suggesting recommendations for further research in the area of Standards-Based Report Cards at the intermediate level.</p><p>

<p> A case study was performed using archival data from retained students in three rural Missouri school districts. The data were examined to determine if a correlation existed between grade level retention and improved student achievement in Math and English Language Arts. A t-test was used to determine the impact retention had on student achievement. Scores were collected from the Missouri Assessment Program (MAP) data from retained students the year before they were retained, as well as the year following when they were retained. Data were collected from 2006-2014. Data from this study revealed students who were retained showed significant gains in academic achievement in both Math and English Language Arts. By running a one-way analysis of variance (ANOVA), it was discovered there was a difference in the performance of males and females after being retained. Retention was also revealed to play a significant role in determining the probability of a student dropping out of school. As a result of this research, it is recommended multiple strategies of instructional improvement and modes of student intervention or retention are implemented before a student is considered for grade-level retention. </p>

<p> The purpose of this study was to determine if positive teacher-to-student relationships impacted student academic performance. This case study involved examination of the results of data collected from 43 students who participated in a mentor adoption program initiated with the intent to enhance positive teacher-to-student relationships for the 2013-2014 school year. Archival data of students who participated in the mentor adoption program were compared to data from a stratified group of students who did not participate in the mentor adoption program. Data from English language arts (ELA) and mathematics (MA) Missouri Assessment Program (MAP) scale scores, attendance rate, and number of discipline referrals were compiled and analyzed using paired-samples t-tests. The results of the study showed students who participated in the mentor adoption program demonstrated a significant increase in MAP ELA scale scores, increase in MAP MA scale scores, and significant decrease in the number of discipline referrals. Students who did not participate in the mentor adoption program showed significant improvement only in MAP MA scale scores. Perceptual interview data were gathered and analyzed from 10 teachers who participated in the mentor adoption program to determine teacher perceptions and feelings about the program. The results indicated teachers believed the mentor adoption program had value and should be continued in Elementary School A. The analysis of these data showed student academic performance was significantly impacted by the use of a mentor adoption program in Elementary School A.</p>

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 90-93). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2002. / Typescript. Vita. Includes bibliographical references (leaves 90-93). Also available on the Internet.

Thesis (Ed. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 9, 2007) Vita. Includes bibliographical references.

In this dissertation, we look for to describe all the trajectory of the application of a didactic sequence, developed in the Padre Pinho school of the municipal network of Maceió, state of Alagoas, with students from two groups of 6th grade. This work is part of Geometry classes, of the normal schedule of class and was developed in the period from August 29, 2016 to January 11, 2017. We work with flat and space geometry using some methodologies, always focusing on plastic art. We started with the use of the textbook and sequenced presenting the works of the plastic artists who work the geometry in their works: Beatriz Milhazes, Geraldo de Barros, Rubens Barsotti, Tarsila do Amaral and Dietmar Voorwold. We wanted to show this intimate relationship between plastic art and mathematics. We also use workshops of origami, scraping technique and construction of geometric solids. A survey test was carried out in which we observed that the classes prepared only with the use of the textbook were not producing the expected learning for that series, even when discussing and performing several exercises and also using geometric elements present in the classroom as the illustration. In this sense, the objective was to develop a didactic sequence that would favor and facilitate the learning of this content, based on the previous information contained in the survey test. For this research, we worked with a group of 60 students, with ages ranging from 10 to 12 years. At all stages, students were invited to reflect and discuss through questions addressed to groups. We sought at all times to discuss and understand the mathematical concepts present. We wanted to show the beauty and the relationship of mathematics to art, as well as to encourage the student to have reflective and questioning behavior. We also aim that this work can also be used by other teachers. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Nesta dissertação, buscamos descrever toda trajetória da aplicação de uma sequência didática, desenvolvida na escola Padre Pinho da rede municipal do município de Maceió, estado de Alagoas, com alunos de duas turmas de 6º ano. Este projeto faz parte das aulas de Geometria, do cronograma normal de aula e foi desenvolvido no período de 29 de agosto de 2016 a 11 de janeiro de 2017. Trabalhamos a geometria plana e espacial mesclando metodologias, tendo sempre como foco principal a arte plástica. Iniciamos com o uso do livro texto e sequenciamos apresentando os trabalhos dos artistas plásticos que trabalham a geometria em suas obras: Beatriz Milhazes, Geraldo de Barros, Rubens Barsotti, Tarsila do Amaral e Dietmar Voorwold. Queríamos com isso, mostrar essa íntima relação da arte plástica com a matemática. Utilizamos também oficinas de origami, técnica de raspagem e construção de sólidos geométricos. Foi realizado um teste de sondagem no qual observamos que as aulas preparadas apenas com a utilização do livro texto não estavam produzindo a aprendizagem esperada para aquela série, mesmo discutindo e realizando vários exercícios e, ainda, utilizando elementos geométricos presentes em sala de aula como a ilustração. Neste sentido, o objetivo foi desenvolver uma sequência didática que viesse a favorecer e facilitar o aprendizado deste conteúdo, baseados nas informações prévias contidas no teste de sondagem. Para esta pesquisa, trabalhamos com um grupo de 60 alunos, com faixa etária entre 10 a 12 anos. Em todas as etapas, os estudantes eram convidados à reflexão e à discussão por meio de perguntas dirigidas aos grupos. Buscávamos em todo momento discutir e entender os conceitos matemáticos ali presentes. Queríamos mostrar a beleza e a relação da matemática com a arte, bem como incentivar o aluno a ter um comportamento reflexivo e questionador. Objetivamos também que este trabalho também possa ser utilizado por outros professores.