Thesis (M.S.)--Eastern Illinois University, 2006. / Includes bibliographical references (leaves 140-145).

<p> Esta investigaci&oacute;n estudi&oacute; las estrategias de soluci&oacute;n de problemas y estrategias sociales que utilizan estudiantes de nivel elemental cuando resuelven problemas matem&aacute;ticos. Adem&aacute;s, se analiz&oacute; el proceso que siguen los estudiantes al resolver problemas de matem&aacute;ticas. En el estudio participaron seis estudiantes de la Escuela Elemental de la Universidad de Puerto Rico. Cada estudiante resolvi&oacute; cuatro problemas; dos de manera individual y dos en pareja. Se utilizaron tres diferentes fuentes de recopilaci&oacute;n de informaci&oacute;n: los trabajos escritos por los estudiantes, las observaciones directas del investigador y entrevistas a los estudiantes inmediatamente despu&eacute;s de la soluci&oacute;n de los problemas. Algunos de los hallazgos m&aacute;s importantes son: (1) los ni&ntilde;os vieron diferentes estrategias de soluci&oacute;n de problemas y al no encontrar soluci&oacute;n con una cambiaban r&aacute;pidamente a otra, en esto muestran diferencia con los adultos, quienes insiste en la estrategia seleccionada. (2) Las estrategias que m&aacute;s utilizaron los estudiantes al resolver los problemas fueron el uso de operaciones b&aacute;sicas y la asociaci&oacute;n con problemas previos. Se observ&oacute; que frecuentemente los estudiantes integran ambas estrategias para desarrollar un proceso de soluci&oacute;n que le permita obtener la respuesta. La operaci&oacute;n b&aacute;sica que m&aacute;s utilizaron fue la suma, en la modalidad de sumas repetidas. Otras estrategias que utilizaron los estudiantes para resolver problemas fueron: an&aacute;lisis, c&oacute;mputo mental, tanteo y error, representaciones ic&oacute;nicas, patrones, uso de modelos concretos y uso de representaciones visuales. Otros hallazgos fueron: (3) Los estudiantes tienen la capacidad de establecer asociaciones de estrategias que les permiten resolver problemas at&iacute;picos de diferentes formas. (4) Los estudiantes utilizan diversas estrategias sociales al resolver en pareja problemas de matem&aacute;ticas. (5) El proceso t&iacute;pico que sigue el estudiante al resolver problemas es el siguiente: (a) lee y comprende el problema formulado, (b) pone a prueba alguna de las estrategias de soluci&oacute;n que conoce, (c) verifica si el resultado obtenido concuerda con el contexto del problema, (d) si le parece razonable, acepta su resultado, de lo contrario lo rechaza y pone a prueba otra de las estrategias que conoce. A la luz de estos hallazgos se sugiere invertir el proceso de ense&ntilde;anza de forma que el maestro comience la clase con la presentaci&oacute;n de un problema que contenga subyacente los contenidos que se pretenden estudiar. De esta manera el ni&ntilde;o tiene la posibilidad de reflexionar sobre su propio conocimiento y cuando descubra la soluci&oacute;n podr&aacute; hacer, de una manera m&aacute;s sencilla, las conexiones esperadas.</p>

<p> Attrition among students costs individuals, institutions, and communities. As a result, alternative schools are growing rapidly. In 2010, over half a million students were enrolled in public alternative schools in the nation (Carver, Lewis, &amp; Tice, 2010). Alternative programs offered at secondary, middle, and elementary schools exhibiting a variety of practices, structures, and philosophies combat this epidemic of attrition. This mixed study investigates best practices in an alternative middle school setting from a student's perspective. Uncovered exemplars could allow administrators to implement strategies best suited to meet alternative middle school students' needs. Qualitative data consisted of two rounds of interviews with 10 participants. Quantifiable data collected included Idaho Standard Achievement Test scores (ISAT), grade point averages (GPAs), and attendance records prior to attending Span Academy and after completion of the program. Results from the ISAT scores revealed eight to 13 points of growth, equivalent to two to three years of growth. GPAs on a 4-point scale improved 1.5 points in language and 1.3 points in math. Students who achieved Level 5 and transitioned had 26 fewer absences while attending Span Academy than their previous year in school. In accordance to research protocol, two questions were rephrased to eliminate ambiguity and retain the integrity of student responses. Finally, it also became apparent that students attending alternative programs carry a stigma. This understanding provided an awareness that resulted in changed practices and procedures at Span Academy. Additionally, this research revealed that alternative middle schools, like Span Academy, contrary to the original design as a transition school, are better served as a 2-year intervention program, where the research revealed few students transitioned as of 2009 to present, and most preferred to remain at Span Academy through their eighth-grade year. Accordingly, Span Academy redesigned its program from a typical transition school to a comprehensive 2-year intervention program. Overwhelmingly, the student responses, supported by the quantifiable data, resulted in two overarching themes of accountability and relationship. The results from this research not only lend to best practices in an alternative middle school environment, but provide answers and strategies to best assist students in a traditional setting as well.</p>

<p> Using a comprehensive model of instructional leadership, this mixed-methods study investigates the relationship between the leadership of middle school principals and growth in student learning. This study also delineates specific actions performed by principals to execute research-based instructional leadership behaviors. The researcher used annual student growth data from the Idaho Star Rating System of schools to identify five middle schools of high growth and five middle schools of low growth. The researcher's newly developed comprehensive instructional leadership survey based on a 5-point Likert scale measured differences in leadership styles, school cultures, and the correlations between 21 researched-based leadership behaviors and three school cultures. The open survey items of the survey collected specific actions that school principals used to perform the leadership behaviors. The results of this study verified that the comprehensive instructional leadership survey is a valid and reliable measurement of effective middle school leadership, and yielded three significant differences between the leadership of high-growth schools and low-growth schools. The correlation results ascertained that a majority of transformational behaviors, which comprise half of the comprehensive instructional leadership model, are highly correlated with fostering a collaborative, teacher-learning culture of instructional innovation and support. A near majority of the transformational behaviors of this study also correlate highly with creating a high-trust culture of teacher satisfaction and commitment.</p>

<p> Transition years and grade configurations for middle level students have been a topic of debate since the onset of middle schools in the 1970s. With increased educational accountability, some school districts are beginning to change back to K-8 configurations. </p><p> The purpose of this study was to investigate the difference in student achievement during the transition year and provide information to school administration as to the optimal year to transition students from elementary to middle school. Transition year achievement was examined among 5th -7th grade students in Missouri and grade configurations were compared by analyzing 8th grade achievement in three separate grade configurations. </p><p> Significant differences in student achievement were uncovered during the analysis of the student achievement data. A significant decrease in student achievement was found between two independent fifth grade groups in English Language Arts and mathematics. Cohorts in sixth and seventh grade did not show a statistically significant difference in student achievement during the transition year. Significant decreases were found in English Language Arts scores between the transition year and pre-transition year along with the transition year and post transition year. In both scenarios the transition year score was significantly lower than the post and pre-transition year score. A significant difference in mathematics achievement was found between fifth and seventh grade transition year students with seventh grade transition year students attaining a higher mean score than fifth grade transition year students. Grade configuration and timing of the transition to middle school did not have an impact on eighth grade student achievement.</p>

<p> The purpose of this quantitative study was to examine the attitudes of Pennsylvania public middle school principals toward the inclusion of students with disabilities in the regular education classroom. This study focused on factors that may affect the attitudes of middle school principals toward inclusion and on the relationship between these attitudes and the recommended appropriate placement of students with disabilities. A total of 135 middle school principals completed a modified version of Praisner's <i>Principals Inclusion Survey. </i> That data was analyzed using various descriptive statistics and correlation coefficients. Results showed that the majority of middle school principals in the state of Pennsylvania have positive attitudes toward inclusion. Although no statistically significant relationships were found between principals' attitudes toward inclusion and demographics, training, and credits (<i>p</i> > .05), the results suggested that middle school principals with special education teaching experience and special education credits are more likely to have favorable attitudes toward inclusion. A significant relationship was discovered between middle school principals' attitudes and their experience with students with disabilities (<i>r</i> = .195, <i> p</i> = .023). Similarly, a positive correlation was identified between the principals' experience with students with disabilities and their recommendation for the most appropriate placement (<i>r</i> = .438, <i>p</i> = &lt;.0001). As a result, a recommendation from this study is for school district and higher education officials to ensure principals are equipped with the knowledge, expertise, and attitudes to successfully lead inclusive schools.</p>

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.

Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.