Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (p. 119-128).

Thesis (Ed. D.)--University of La Verne, 2003. / Includes bibliographical references (leaves 119-128).

Thesis (Ph. D.)--University of Oregon, 2003. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 115-124). Also available for download via the World Wide Web; free to University of Oregon users.

This dissertation explores the use of history of mathematics in middle school mathematics. A rationale for the importance of the incorporation of historical dimensions (HD) of mathematics is provided through a review of the literature. The literature covers pedagogical, philosophical, psychological, and social issues and provides arguments for the use of history. The central argument is that history can help reveal significant aspects regarding the origins and evolutions of ideas that provide contexts for understanding the mathematical ideas. History can be used as a means to reflect on significant aspects—errors, contractions, challenges, breakthroughs, and changes—of mathematical developments. Noting recent NCTM (2000) calls for school math to include so-called process standards, I contend that incorporating the history of mathematics can be considered as part of this standard. This study examines how HD is addressed in a contemporary mathematics curriculum. Specifically, the study examines the Connected Mathematics Project (CMP) as a case. This curriculum has some historical references which triggered further exploration on how seriously the historical aspects are incorporated. The analysis and discussion focus on four CMP units and interviews with three curriculum experts, eight teachers, and 11 middle school students. The analysis of textbooks and interviews with the experts explore the nature and purpose of historical references in the curriculum. The interviews with teachers and students focus on their perspectives on the importance of HD in learning mathematics. This study examines specifically historical incorporations of the concepts of fractions, negative numbers, the Pythagorean Theorem, and irrational numbers. The analysis reveals that CMP exhibits some level of historical awareness, but the incorporation of HD was not systematically or seriously considered in the development of the curriculum. The interviews suggest that the teachers did not seriously use the limited historical aspects available in the textbooks. The experts’ and teachers’ interviews suggest skepticism about the relevance of HD for middle school mathematics. The teachers’ accounts indicate that students are most interested in topics that are related to their experience and to future applications. The students’ accounts do not fully support the teachers’ assessment of students’ interest in history. I contend that incorporating HD can complement instruction in ways that relate to students’ experiences and to applications besides adding an inquiry dimension to instruction. / text

Students’ first year of high school can set them on a trajectory for future success or struggles. The transition experience is a significant part of the first year of high school. Environmental, academic and social issues can pose challenges for which students are not prepared. These hurdles can establish significant deficits early in high school from which it can be difficult to recover. The interventions proposed by current research provide concrete suggestions for current education practitioners that could ease the transition experience of students starting high school. / text

Factors which influence low-income African-American middle school students in Mathematics were examined in this study. Likewise, this study examined the extent to which student achievement in mathematics at the middle school level in a metropolitan Atlanta school district may be explained by certain school and teacher related variables such as instructional strategies, classroom management, teacher expectations, site-based professional learning, and teacher satisfaction with resources and how these factors might impact or cause a difference in student achievement in math as measured by the 2007 Criteria Referenced Competency Test (CRCT) scores. The research presented in this dissertation provides a starting point for developing school plans to improve mathematics instruction. The practices identified reflect a mixture of emerging strategies and practices in long-term use. This study was based on the assumption that instructional strategies, classroom management, teacher expectations, site-based professional learning, and teacher satisfaction with resources would have a significant impact in middle school students’ math achievement. It is presumed that this study would assist leaders in providing quality instruction that would benefit teachers and low income, minority children. This study is expected to further assist principals and/or leaders in providing quality leadership that will benefit middle school teachers in low-income School Wide Title I middle schools and meet the needs of their students. The significance of this study is in assistance that it can give administrators in structuring site-based professional learning and development programs along with arranging for monitoring and communication methods that will meet the needs of teachers and students. Additionally, this research will add to a body of scholarship and may cause individuals to examine and put into place, or remove certain policies and practices in middle school math classes. As a final point, this research will determine the need for additional research. The methodology employed a quantitative, quasi-experimental, ex-post facto design to review possible variables that may affect student achievement in mathematics grades six through eight. The researcher found that there was no relationship between student achievement in mathematics and the independent variables. The only significant relationship found in this study was that there was a relationship between student achievement in mathematics as measured by the CRCT and teacher preparation. Teachers with college or university based preparation had students with higher student achievement performance levels.

<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>

The primary purpose of this study was to determine the manner in which assessment in mathematics is carried out in the Middle Schools. The study further identified problems educators encountered in assessing learners in mathematics and suggested possible solutions to problems encountered by educators in assessing learners in mathematics. Data was collected through questionnaires responded to by Middle Schools' mathematics educators and through the structured interview. Senior Phase mathematics educators responded to the questionnaire, which contained a blend of both dosed and open-ended questions. Educators took part in the structured interview in which a tape recorder was used. The study established that educators find it challenging to assess learners' mathematics work within the context of Outcomes Based Education and Curriculum 2005, even though the research was able to establish that in-service workshops on assessment in mathematics were conducted. Perhaps this calls for a new approach in conduction in-service workshops. Central to the recommendations of this research is a suggestion that there is a need for in-service workshops, which should focus on areas such as skills to be assessed in homework, class work, tests, examinations, projects, investigative activities and assignments. It was further recommended that educators should be trained on how to prepare rubrics for assessment of learners' mathematics work. / (M.Ed.) North-West University, Mafikeng Campus, 2005

<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>