Thesis (Ph. D.)--Oregon State University, 2004. / Typescript (photocopy). Includes bibliographical references (leaves 152-160). Also available on the World Wide Web.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Wyoming, 2005. / Includes bibliographical references (leaves 106-116).

Thesis (Ph. D. in Education and Human Development)--Vanderbilt University, Aug. 2005. / Title from title screen. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Typical high school algebra classes contain females, minority males, and white males in somewhat proportionate numbers. In contrast, the usual high school calculus class, three years hence, is but a small percentage of the original total who were in algebra, and they are predominantly white males of average to above-average ability. In a time span of less than two weeks, through three brief educational presentations that included factual information to demystify math study, showed the importance of math to personal goals, and provided panel presenters who would serve as role models, I sought to influence students, especially females and minority males, to commit to study math through calculus. When data collected on a questionnaire from 110 students studying Algebra 1 or geometry was analyzed in terms of two of the most important outcomes of the study--factual knowledge acquired and commitment to study math through calculus--there were no results significant at the.05 level for the experimental group who received the presentations. Regarding five other outcomes: the actual levels of math studied, the ability to match an appropriate amount of math to one's post-high school plans, the choice of counselor over other options for career or educational information, and the choice of any school personnel as opposed to other options for career counseling--the only outcome significant at the.05 level was the selection of school personnel for career counseling. In conclusion, perhaps a greater use of role models whose job it is to stress the importance of math to one's life goals, over a sustained period of time, might be most effective in changing student attitudes toward studying math through calculus.

The purpose of this study was to establish an action research plan for teachers to improve student outcomes by assessing, describing, and changing their classroom environments. This study relied on student perceptions, using survey responses, to assess and describe the classroom environment. Teachers used this information to develop intervention strategies designed to change the students' perceptions of their actual classroom environment to more closely mirror their preferred classroom environment perceptions.More than forty years of classroom environment research has proven the importance of the classroom environment in developing positive student outcomes. Additional research has established the reliability of student perceptions of their learning environment. Previous research has developed several dependable student survey instruments to measure student perceptions of their classroom environment.This study was conducted in a Title I elementary school in the United States over a seven month period. Two intermediate level mathematics teachers participated in the project. Both quantitative data, using the My Classroom Inventory (MCI) and the School Level Environment Questionnaire (SLEQ), and qualitative data, teachers' case studies, were collected and analyzed.The study established that an action research plan for teachers to assess, describe, and change their classroom environments could be developed. However, even though teachers realized the benefits, for their students and themselves, in changing their classroom environments, school level environment demands negatively influenced their willingness to implement changes to their classroom environments.

Thesis (Ph. D.)--University of Washington, 2003. / Vita. Includes bibliographical references (leaves 109-113).

Thesis (MEd(Education))--University of Pretoria, 2008. / Includes bibliographical references.

The overall purpose of this study was to develop a model to inform the design of professional development programs and the implementation of cooperative learning within Thai primary school mathematics classrooms. Action research design, with interviews, surveys and observations, was used for this study. Survey questionnaires and classroom observations investigated the factors that influence the implementation of cooperative learning strategies and academic achievement in Thai primary school mathematics classrooms. The teachers’ interviews and classroom observation also examined the factors that need to be addressed in teacher professional development programs in order to facilitate cooperative learning in Thai mathematics classrooms. The outcome of this study was a model consisting of two sets of criteria to inform the successful implementation of cooperative learning in Thai primary schools. The first set of criteria was for proposers and developers of professional development programs. This set consists of macro- and micro-level criteria. The macro-level criteria focus on the overall structure of professional development programs and how and when the professional development programs should be implemented. The micro-level criteria focused on the specific topics that need to be included in professional development programs. The second set of criteria was for Thai principals and teachers to facilitate the introduction of cooperative learning in their classrooms. The research outcome also indicated that the attainment of these cooperative learning strategies and skills had a positive impact on the students’ learning of mathematics.