<p> The purpose of this qualitative multiple case study was to explore how five sixth grade female students navigated the process of project-based learning as they designed and implemented their own project centered on mathematics while using a social justice lens. The theoretical frameworks of Authentic Intellectual Work and Social Justice Mathematics are blended to support a proposed new pedagogy of Project Based Social Justice Mathematics (PB-SJM). </p><p> Five female participants contributed to the findings of this study, all sixth grade students attending a project-based learning, charter middle school called The Academy of Innovation and Creativity. Data collection occurred throughout the entirety of a four-week project-process, including extensive field notes, two interviews per participant, multiple physical artifacts from each participant, and formal presentations by each participant.</p><p> Adapted from Gutstein's (2006) work with 3 C's (Classical, Community, and Critical), four propositions served as the basis for analysis, also known as the four knowledge bases or the Four C's&mdash;Content Knowledge, Community Connections, Critical Inequity, and Change Agency. The major findings of the study centered on the Four C's, specifically producing nine total themes. Within Content Knowledge, three themes emerged, that of a) Learning Targets&mdash;Understanding and Application, b) Complex, Non-Algorithmic Thinking, and c) Humanization of Mathematics. Two themes emerged in Community Connections, that of d) Personalizing Context and e) Experts as Sources. Likewise, two themes emerged within Critical Inequity, specifically f) Developmental Readiness and g) Growing Understanding of Critical. Lastly, Change Agency also produced two themes of h) Belief&mdash;Personal Agency and i) Action&mdash;Voice is Power. Collectively, the Four C's and the nine themes represent the findings of this research study.</p>

<p>The purpose of the study was to develop and implement a new reading intervention with fifth grade struggling readers that included reading across multiple texts, constructing arguments from the texts, engaging in oral argumentation, and writing argumentative essays. A Convergent Mixed Methods design incorporated both quantitative and qualitative data to determine if teacher collaboration influenced the implementation of the new intervention and its subsequent effect on students&rsquo; reading and writing outcomes. The intervention focused on a 10-week argumentative unit based on the American Revolution War. Group 1 teacher implemented the intervention in a whole-class setting, plus collaborated with the researcher on implementation issues; Group 2 teacher implemented the intervention in a small pullout group, but did not collaborate with the researcher; and Control Group teacher did not implement the intervention. All student groups took a pre and post reading comprehension assessment, and Groups 1 and 2 students took a pre and post essay writing assessment. The reading comprehension scores showed no significant improvement for any group. The pre and post essay writing scores for Groups 1 and 2 showed significant improvement (<i>p</i> = .000), yet there was no significant difference between the two intervention groups (<i>p</i> =.66). The qualitative results indicate student achievement in the intervention groups may have been affected by five implementation factors: (1) implementation fidelity, (2) short duration, (3) size of group, (4) task complexity, and (5) aligned assessments. </p>

<p> Advancements in technology often make life easier, make processes easier, and increase efficiency. While this is true as much in the public school system as it is in other aspects of life, technology integration initiatives often struggle in K-12 schools. In its first year of implementation, one statewide technology initiative targeting personalized learning for mathematics resulted in significantly improved proficiency in mathematics for students with high technology usage, but over 90% of students had low usage. This year, which is year two of the initiative, I went into some of the classrooms in the Junior High with the highest technology usage to better understand what facilitates successful technology integration. Data were collected from six teachers and one administrator through interviews and observations. I also looked at factors such as change management, learning environment, and student motivation in order to understand the relationship of these factors to teacher perceptions of factors that influence technology integration. Though many influential factors emerged that all seemed highly interrelated, the most common theme that emerged across all factors was that letting teachers show each other how to use the technology to make life easier and improve learning for students may result in higher levels of technology integration.</p>

<p> This exploratory study seeks to investigate how a mathematical education game, <i>DragonBox12</i>+, effects students&rsquo; learning about algebra. Data for this research was collected from middle school 7^th grade students in the Northeast region of the United States of America. The interviews and classroom observations were recorded on videotape. The research results showed that the video game <i>DragonBox 12</i>+ affects students&rsquo; attitude of mathematics and learning of mathematics by the help of using game mechanics to teaching algebraic rules. </p>

<p> Technology should play an important role in K-12 education, according to most educators and policymakers (Hastings, 2009). However, despite numerous classroom technology initiatives, supplemental funding, increased availability, encouragement by stakeholders, and urgency to develop 21st-century skills needed for the technology age, students and teachers are not making use of technology effectively in classrooms (Hastings, 2009). In this qualitative study, the researcher detailed how perceptions of technology coaches and teachers in sixth- through eighth-grade southwest Missouri classrooms related to the best model for implementing a technology coach. The duties and qualifications perceived to be important for the position of technology coach were reviewed. Eight technology coaches and eight classroom teachers were interviewed to learn how the position of technology coach has impacted the participants and their schools. Common perceptions were found after data were reviewed. Teachers noted advantages to having a technology coach in the building included the following: troubleshooting support, professional development, research of new programs, support with incorporating technology into curriculum, and an accessible person when there is a technology need. Technology coaches reported the importance of teachers having support in classrooms as an advantage to the position. Teachers and coaches both supported the concept of a coach in the classroom modeling technology integration and working directly with teachers. Professional development was also noted as an important part of a coach&rsquo;s job duties. Conclusions from this study may help school leaders better address the job responsibilities of a technology coach.</p>

<p> This study used the TIMSS 2011 International Database to investigate predictors of 8th-grade mathematics achievement across three countries that represent a wide range of cultures and levels of mathematics achievement: Chinese Taipei, Ghana, and the United States. A review of literature on predictors of mathematics achievement yielded variables in four major contexts of learning&mdash;a student&rsquo;s home, beliefs, school, and classroom. The variables of home that were investigated are home possessions for learning, parent education, and parents&rsquo; expectations and involvement in their children&rsquo;s education. The variables of student beliefs were self-confidence in mathematics and the value of mathematics. The variables of school were school climate, school resources, administrator leadership, and school socioeconomic status. Finally, the variables of the classroom are access and equity, curriculum, tools and technology, assessment, and teacher professionalism.</p><p> A 2-level hierarchical linear model was used to investigate relationships between the predictors for learning mathematics and 8th-grade mathematics achievement. Level 1 represented the relationships among the student-level variables, and Level 2 represented the school-level variables.</p><p> In Chinese Taipei, statistically significant predictors of mathematics achievement in the final model included variables from the domains of home resources, student beliefs, school climate, and school socioeconomic status. In Ghana, both student-beliefs variables had statistically significant relationships with mathematics achievement, and one school climate and one school socioeconomic status variable each was found statistically significant. The U.S. had statistically significant predictors in the domains of home resources, student beliefs, school socioeconomic status, classroom-level access and equity, classroom assessment, and teacher professionalism.</p><p> This study extends previous research in several ways. It includes a review of classic and recent literature regarding predictors of mathematics achievement; 17 scales using the Rasch partial credit model were developed to measure predictors of mathematics achievement; and the results of this study may be used to examine the relationships between the independent variables of this study and middle-grades mathematics achievement in countries similar to the 3 in this study to reinforce and support variables that contribute to student achievement.</p>

<p> The purpose of this study was to examine the High Tec Middle School teachers' and administrators' knowledge of the service learning model upon which the school's service learning program has been based, their views regarding their role in student character formation through service learning, and the teachers' feelings of ownership regarding the service learning program. </p><p> 1 overarching research question and 3 sub-questions were explored. The overarching question was: How do teachers and administrators at High Tec Middle School experience service learning? 3 sub-questions that aided in answer the overarching research question were: What is the High Tec Middle School teachers' and administrators' knowledge of the service learning model that serves as the foundation for the service learning program that has been implemented school wide? What are the views of the High Tec Middle School teachers and administrators regarding their role in the shaping of students' character through service learning? What, if any, feelings of ownership do the High Tec Middle School teachers and administrators experience regarding the service learning program that has been implemented school wide? </p><p> Data was collected from an online questionnaire and a focus group completed by 12 teachers and administrators who participated in the planning and implementation of the school's service learning program. Findings from the study showed that 4 primary factors influenced teachers' and administrators' feelings of ownership about the service learning project: belief that educating students in character is their responsibility, having a strong sense of caring, having sufficient knowledge of the service learning model, and feeling empowered by the implementing of service learning. </p><p> 2 primary conclusions were derived from the study. First, experiential learning was more important than academic learning in teachers and administrators understanding the service learning model used at the school. Second, the feelings of ownership of the SL program held by the teachers and administrators at the school are derived from (a) belief that educating students in character is their responsibility, (b) having a strong sense of caring, (c) having sufficient knowledge of the service learning model, and (d) feeling empowered by the implementing of service learning.</p>

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

<p> The intent of this qualitative research study was to investigate the experiences of eighth-grade readers as they read nonfiction text on an iPad for academic purposes. Analysis of the Common Core State Standards (CCSS) calls for close reading requiring readers to interact with the text to create meaning (Fisher, n.d.). With this in mind, the researcher investigated reading strategies students used to support their reading as well as what role the iPad features played in the reading process. Several theoretical perspectives informed the framework for this study: (a) New Literacies theory, (b) transactional theory, (c) constructivist theory, and (d) metacognition theory. These perspectives focused on the reading comprehension strategies students used to facilitate reading comprehension while reading nonfiction text on an e-reader, specifically on an iPad. Data sources for this study included the following: (a) retrospective think alouds; (b) student questionnaire about iPad knowledge and experiences; (c) pre-study student interview; (d) post-study student interview; (e) Metacognitive Awareness of Reading Strategies Inventory (MARSI); (f) student observations; and (g) teacher interview. Preselection data for the collective case study participants were used to identify proficient readers who displayed confidence, competency, and control over text. The criteria used for participant selection included (a) reading skills using Lexile Levels, (b) MARSI survey, and (c) iPad use survey to determine prior knowledge of iPad. Three themes emerged in the collective case study that were directly related to the analysis. Students used a combination of (a) reading comprehension strategies, (b) nonfiction features, and (c) iPad features to support their reading of nonfiction on the iPad. Analysis of the data revealed three distinct groups for which recommendations were made: (a) classroom teachers, (b) publishers, and (c) researchers.</p>

<p> In the fall of 2008 Westside Community Schools &ndash; District 66, in Omaha, Nebraska implemented a one-to-one notebook computer take home model for all eighth-grade students. The purpose of this study was to determine the effect of a required yearlong one-to-one notebook computer program supported by high-speed Internet connectivity at school on (a) English, (b) math, (c) reading, (d) science, and (e) composite score norm-referenced EXPLORE achievement test scores, District's Criterion-Referenced Descriptive Writing Assessment scores, and classroom performance grade point average (GPA) scores for the core subjects (a) English, (b) science, (c) social studies, and (d) cumulative GPA scores of eighth-grade students who do not have high-speed Internet connectivity at home (<i>n</i> = 19) compared to eighth-grade students eligible (<i>n</i> = 19) and not eligible (<i>n</i> = 19) for free and reduced price lunch program participation who do have high-speed Internet connectivity at home. The results of this study support the implementation of a one-to-one notebook computer program as a systematic intervention to improve student achievement. Furthermore, all within group pretest-posttest gains and between group posttest-posttest equipoise demonstrated that the achievement gap between students eligible and students not eligible for free or reduced price lunch participation with or without high-speed Internet connectivity at home had been mitigated through participation in the school-wide one-to-one notebook computer program. While the one-to-one notebook eighth-grade computer program in this study may not be singled out solely for between group posttest equipoise causality, its inclusion as a fundamental academic programmatic component of this middle school's curriculum should be considered as a contributing factor.</p>