Proefschrift--Amsterdam. / "Stellingen" ([3] p.) laid in, at end. "Lijst van aangehaalde werken": p. [241]-244.

Thesis (Ph. D.)--Syracuse University, 2005. / "Publication number AAT 3176992."

Thesis (Ph. D.)--Drexel University, 2007. / Includes abstract and vita. Includes bibliographical references (leaves 82-91).

<p> In Florida, passing the Algebra I end-of-course examination (EOCE) is a graduation requirement. The test measures knowledge of basic algebra. In spring 2015, the Department of Education introduced a different version of the test. For the first two administrations of the new test, the failure rate for 9th-grade students in the state was almost 50%. In contrast, the failure rate for students in the school where this study was implemented exceeded 70%. The purpose of this study was to determine the outcome of small group intervention focusing on operations with rational numbers of high school students&rsquo; performance on the Algebra I EOCE. </p><p> After analyzing several potential methods of instruction, small group instruction with the incorporation of the use of manipulatives, visuals, and guided inquiry was selected. In addition, the focus of the study was chosen to be operations with rational numbers, an area many researchers have identified as critical for student understanding of algebraic concepts. Twenty students from the target population of 600 10th and 11th grade students volunteered to participate in the study. These participants received three to six small group instruction sessions before retaking the test. In Sept 2016, all the students in the target population were administered the Algebra I EOCE again. A t-test yielded no significant difference in the learning gains of those who participated in the study and the other students in the target population. The implications of the results were that the interventions had no significant impact on student achievement. A possible reason for the lack of success could have been that six intervention sessions were not enough to produce significant results. It is recommended that future research includes a substantially larger number of interventions.</p><p>

<p> This multiple case study utilized a qualitative approach to research student engagement at the middle school level. Specifically, this project contributes to the understanding of how students at a STEM (science, technology, engineering, and mathematics) magnet middle school and a traditional public middle school perceive student engagement in the classroom as classified into the categories of behavioral, emotional, cognitive, and agentic engagement (Lee &amp; Reeve, 2012; Reeve &amp; Tseng, 2011). Middle school students in this project participated in a classroom engagement unit of inquiry, produced photo-elicitation data depicting positive examples of classroom engagement, produced descriptions of those photos, and discussed engagement in photo-elicited focus group interviews that revealed their thoughts and beliefs about engagement in the classroom setting. Results revealed that middle school students at traditional and STEM sites have similar perceptions related to each of the categories of student engagement. However, two distinguishing characteristics were discovered from this research. First, students at the traditional middle school attributed student engagement as primarily an individual experience whereas students at the STEM middle school perceived student engagement as mainly collaborative for each category of engagement. Second, students at the traditional middle school identified a teacher-centered aspect to student engagement that was absent from the perceptions of students at the STEM school. Additional research on student engagement is warranted due to the changing landscape of middle school education.</p><p>

No description available.

Thesis (Ed. D.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains v, 131 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 132-143).

Thesis (Ph. D.)--University of Adelaide, School of History and Politics, 2005. / Includes bibliographical references (leaves 244-276).

Thesis (Ph. D.)--Catholic University of America, 1936. / Vita. Published also as Catholic university of America, Educational research monographs, vol. IX, no. 1. Includes index. Bibliography: p. 131-148.

Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (6/24/2008). Includes bibliographical references (leaves 76-82).