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This research focuses on middle schools where more than 90% of the students are socioeconomically disadvantaged and where mathematics scores are below the state and national average. The study was conducted to better understand how students experience various instructional strategies and perceive these classroom practices to impact their learning and self-efficacy in mathematics. A hybrid mixed methods research design, with both embedded and explanatory sequential components, was employed. Quantitative results are based on survey responses from 94 seventh grade students. Qualitative results are based on five teacher and eight student interviews. Informed by teacher interviews, the Instructional Strategies Impact Survey (ISIS) was developed by the researcher then administered in four 7th grade classes. Of the 21 instructional strategies included on the ISIS, those reported by at least 70% of students to increase mathematics self-efficacy are “defining vocabulary,” “guided practice,” and “reteach/review.” The data also shows that the instructional strategies “student presentations” and “random selection” were reported to be least helpful for increasing students’ mathematical self-efficacy. The instructional strategies with the largest variation in student mathematics self-efficacy impact ratings were “teacher scanning,” “student presentations,” “weekly quizzes,” “independent practice,” and “random selection.” The instructional strategies reported by at least 70% of students to increase their learning in math are “defining vocabulary,” “guided practice,” “teacher demo” and “reteach/review.” “Student presentations” and “random selection” were instructional strategies reported to be least helpful for increasing learning. Student responses varied most when reporting the impact that “independent practice” and “student presentations” had on their learning. Across the 21 instructional strategies, the correlation between MSE impact and math learning impact was strong and positive. Based on the survey results, strategies were selected to focus on while interviewing students. Quotes from the students are provided to help explain findings related to the impacts of these selected strategies (i.e., random selection, student presentations, weekly quizzes, encouragement, and independent practice). The quantitative and qualitative findings were jointly considered and are discussed using Bandura’s self-efficacy theory and Vygotsky’s theory of cognitive development. The results of this study suggest implications for teachers, site leaders, and district administrators. Implications regarding teacher professional development and instructional supports are discussed. Incorporation of student voice and feedback from learners is recommended for ensuring equity-focused teaching practices.

Over the years, graduate medical education has changed in order to create learning environments to best prepare physicians. The present system of residency and hospital affiliation was the model adopted to give students opportunities for active learning along with lecture and observation. This study investigated the varied ways residents learn the knowledge, skills, and dispositions necessary for family practice. A within-site case study approach was used since this was a study of peer learning among family practice residents at a single community based hospital in a university affiliated network having an opposed program. A purposeful and typical case sampling strategy was used so that key participants provided information about their experiences with how the peer interactions among residents contributed to learning. The study had a sample of 11 residents progressing through this program and each participant was interviewed twice. Additional data were collected through observations of the morning and teaching rounds, an observation of the orientation session for new residents, and from program requirement documents. Each interview, observation, and document underwent content analysis for the identification of any emerging central themes or patterns and patterns were grouped according to recurring categories. Of particular interest were the themes that flowed from the interview and observation analysis for each resident class and the application of these themes to major learning theories. Matrix displays of themes that emerged between resident classes, of themes within the same resident class, and of the themes demonstrating relevant learning theories were developed and presented. Data analysis revealed themes categorized by learning process, achievement, identity as a physician, competence, and program improvement. The learning process consisted of various strategies, peer interactions, and use of resources. The within class analysis found varying degrees of strategies and peer interactions for each of the classes and the between class analysis found a progression of strategies, skills, achievement, identity, and changing peer interactions. Themes analyzed according to major learning theories demonstrated similarities to activity theory, social learning theory, and communities of practice. This study revealed that peer mentoring, coaching, and learning occurred within the context of a community of practice.

The purpose of this study was to examine the efficacy of a graphic organizer for improving the expository text comprehension of adolescent Spanish–English bilingual students with learning disabilities. Students included two females and one male. Using a multiple baseline single case design, students were taught to create a funnel map graphic organizer for 10 descriptive text passages. Students’ performance was assessed on their ability to correctly create the funnel map (criterion variable) and to comprehend expository passages during baseline, intervention, and maintenance phases. Each participant learned to create an accurate funnel map within four sessions. Text comprehension scores began to increase within three sessions. Results showed the positive effect of using the funnel map for improving comprehension of expository texts. Individual TAU effect sizes (.81–.92) and overall TAU-U effect sizes (.86) and a Between Case-Standardized Mean Difference (BC-SMD) of 1.87 showed the intervention to be highly effective.

Evidence-based educational policymaking has become a global phenomenon (Wiseman, 2010). According to the Institute of Education Sciences, evidence-based education is "an integration of the professional wisdom and the best available empirical evidence on making decision about how to deliver instructions" (IES, US Department of Education, 2012). This suggests that best practice requires teachers to ensure that instructional strategies and programs implemented in their classroom have been studied in scientific experiments to determine their effectiveness. The general public, as well as practicing teachers, holds an assumption that educators have knowledge as to what is evidence-based education. However, this is not always the case. The objective of this these include: to document how pre-service teachers access research findings and what types of findings they use in their practice, to identify the purposes of its utilization, to identify the factors that influence research utilization, and to ensure the accessibility of the findings of this study. The population for this study will be pre-service teachers at a large public higher education institution and one state college. In order to meet these objectives I conducted a survey, a pre-service teacher focus group, and an interview with faculty. Research findings will impact pre-service teacher preparation programs and increase our understanding of the link between the researchers and educators.

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The majority of Grade 4 students in the United States do not read at the proficient level. In response to this problem, which has persisted for decades, the United States Congress in 2004 mandated response to intervention as a multitiered classroom support system designed to improve reading skills for students in K-12 public schools. However, little research has been conducted about how classroom teachers use diagnostic assessments, provide small group instruction, and monitor progress in reading interventions. The purpose of this qualitative study was to examine how teachers used assessments and instruction in reading interventions for students in Grades 1-3 who were at-risk in reading. The conceptual framework was based on Vygotsky's theory of cognitive development related to the zone of proximal development. A single case study design was used to collect data from multiple sources, including teacher interviews, observations of interventions in reading, and related documents. Participants included 3 teachers in Grades 1-3 from an elementary school located in a western state. Data analysis involved coding and constructing categories for each data source and examining categorized data for themes and discrepancies. Results showed that teachers in Grades 1-3 used various diagnostic assessments and classroom observations to place students at-risk in reading in interventions, and they also used various diagnostic, formative, and summative assessments to inform their instruction. In addition, participants used a scaffolding process that involved contingency, fading, and transfer of responsibility to provide instruction for these students. This research contributes to positive social change by advancing knowledge about how to improve reading intervention instruction so that students at-risk in reading may better contribute to society as literate citizens.

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No description available.