It is the purpose of this study to investigate the relationship between the reading comprehension and the verbal problem solving in arithmetic in each of the low, average and high ability groups of pupils in grades three, five and seven in the Arden Carmichael Elementary Union School District, and to determine the means and variability of achievement in the reading comprehension and the verbal problem solving in arithmetic.

This phenomenological study used qualitative research methods to explore the perceptions of tenured science faculty regarding the provision of reasonable accommodations for students with disabilities. Thirteen tenured science faculty at postsecondary institutions throughout the United States participated in one-on-one interviews. The participants provided their perceptions and experiences regarding the provision of academic accommodations for students with disabilities in a laboratory science. In these interviews key themes emerged, such as the importance of providing reasonable accommodations for successful academic outcomes for students with disabilities, the perception that providing reasonable accommodations to students with disabilities is fair, the concern that providing reasonable accommodations may not prepare students with disabilities for future endeavors, the perception that the processes and procedures regarding student accommodations are vague, the recognition that faculty members are legally obligated to provide reasonable accommodations to students with disabilities, and the challenges faced with providing reasonable accommodations to students with disabilities in the laboratory portion of science courses are discipline specific. The findings from my study can be used to provide support and mentorship for students with disabilities who are enrolled in science courses, provide science faculty with training regarding appropriate and inclusive teaching strategies for students with disabilities in science courses, and provide insights into ways to support science faculty with the challenges they encounter while providing reasonable accommodations to students with disabilities in the laboratory portion of their courses that are discipline specific.

Aquaponics is the combination of aquaculture and hydroponic technology to grow both fish and plants together in a closed-loop system. While aquaponics can play a role in increasing food security, it may also be a potential educational tool because of its interdisciplinary nature and required technological skill set. With aquaponics, students could conduct hands-on activities involving chemistry, physics and biology to solidify their understanding of a range of theories. Beyond standard science, technology, engineering and mathematics (STEM) principles, aquaponics may be related to projects on sustainability, environmental science, agriculture, the food system, health, economics, business and marketing. The interdisciplinary nature of aquaponics may make it an appealing tool for education, yet that same aspect may also make an aquaponics system challenging to implement and manage. Given this paradox, this exploratory research assesses challenges, solutions and success of aquaponics in education with a specific focus on implementation. Qualitative data were collected through phone interviews with educators (n=10) who currently, or had in the past, used an aquaponics system in an educational setting in North America. The most frequently described uses for aquaponics were flexible, hands-on teaching and learning of STEM and food-related concepts. Participants reported two broad challenges to implementing aquaponics: technical difficulties as a result of the nature of aquaponics and restrictions as a result of their school settings. Solutions given by participants were physical aquaponics system modifications and the development of intangible characteristics, especially community connections and support, passion for aquaponics and expertise. In this study, success in aquaponics in education emerged as a cyclical pattern: participants valued the overall learning experiences of aquaponics and the continued application of these learning experiences. Ultimately, these exploratory findings will help educators manage their expectations for aquaponics while establishing objectives for their particular educational settings.

This Open Access Educational textbook, "Teaching Early and Elementary STEM", was written to support pre-service early childhood and elementary teachers in their journey to become facilitators of science, technology, engineering, and math, or “STEM,” and "integrated STEM" in their future classrooms. Students who read and use this text will deepen their understanding of “STEM” and “integrated STEM,” learn what early childhood and elementary students need to know and be able to do in relation to STEM, and understand ways to create activity plans and implement current research-based approaches to teaching and pedagogy. This text arose out of our Early/Elementary STEM Collaboration project, which started in 2017 with the intention of increasing the quality of teacher preparation in STEM across early childhood and elementary education. The team is composed of math and science education professors, classroom in-service teachers, and pre-service teachers in pre-school through fifth grade. We are driven by the values of collaboration, strengths-based approaches to teaching and learning, constructivist philosophy of teaching and learning, and applied STEM experiences to increase access and equity. Our model of preparing pre-service teachers has been published elsewhere in more detail (Robertson, Nivens, & Lange, 2019). We built this open access product to include the following: 1) completely new content that includes input from our team as well as examples of integrated STEM learning experiences; 2) adaptations of existing resources, and; 3) compilations of existing free resources (e.g., Next Generation Science Standards). / https://dc.etsu.edu/etsu-oer/1007/thumbnail.jpg

An integrated learning experience with preschoolers.

No description available.

The purpose of this mixed-design study was to determine if mathematics teachers experienced changes in their self-efficacy and beliefs about their ability to teach students with disabilities in an inclusive setting. The intervention for this study was a 14-month professional development program that consisted of content and methods courses taught during two-week intervals during the summer on the campus of The College of William and Mary followed by specific professional development activities provided by a team of math specialists/facilitators with expertise in mathematics curriculum, instruction, and assessment as well as special education services including inclusive education models. Teachers participating in the study completed a survey, Teaching Mathematics in Inclusive Settings, and participated in focus groups.;Findings indicated that teachers participating in both content/methods courses and school-based professional development activities significantly increased in their self-efficacy with regard to teaching mathematics to students with disabilities in inclusive settings. Components of the professional development program rated as being most valuable as well as changing teaching practices were coaching from a mathematics specialist; discussions and dialogues with a mathematics specialist, and lesson study. School-based professional development designed to support teachers as they integrate research-based instructional strategies may significantly increase their self-efficacy leading to more effective instruction for diverse student populations.

The purpose of this study was to investigate the effectiveness of a set of Chinese bilingual tapes for multiplication instruction. These tapes, called the Tiu Multiplication Tapes (TMT) were initially developed for learning centers and individualized instruction. The problem was to determine whether the use of the TMT would be a more effective procedure for reinforcement of multiplication facts than an equal amount of time spent on traditional reinforcement activities. The study also attempted to determine whether t here was a higher retention rate resulting from the use of either of the two. A comparison on the Comprehensive Tests of Basic Skills (CTBS) mathematics gain score of the two groups was also made to see if there was a significant difference. The two hypotheses investigated were: Hypothesis I There would be no difference in the pupils achievement in the multiplication facts between hose using the TMT and the traditional reinforcement activities in (a) the post-test scores and (b) the delayed post-test scores . Hypothesis II There would be no difference in the performance between those pupil s using the TMT and the traditional activities in the overall mathematics progress mean gain scores of their third grade CTBS in mathematics . The research methodology was quasi-experimental where one experimental group and one control group were used. The collected data from the pretests, post-tests, the delayed post-tests, and t he CTBS mathematics gain scores, were used for statistical analysis. The findings indicated no significant difference between the two methods of reinforcement. While not at the significant level, the average measured scores of the treatment group out-performed the control group in every respect. In conclusion, the TMT could be a valuable tool for reinforcement and individualized instruction on learning multiplication facts. It is recommended that replication of the study be made in other languages.

An understanding of Algebra I and the role that this foundational course plays as an entry to the college preparatory pathway in secondary education and its influence on mathematical achievement is an integral component for the education of American youth in the global world of science and technology. Achievements in high school curricula are cumulative; each course completed determines which paths will be open to the student and which postsecondary education options will be available. In today's world, these options are necessary for the competitive world market. Algebra I is the prerequisite course for subsequent high school math pathways. Students exposed to higher level math and science pathways in high school score higher on college entrance exams such as the American College Test (ACT), and they are more likely to be successful in college due to greater competence in math (Conley, 2006). This research examined the effect of early Algebra I exposure in the 8th grade on students in 2 city school systems in Northeast Tennessee. More specifically, this study explored the correlation between Algebra I completion in the 8th grade and subsequent student achievement. The number of math classes attempted by high school seniors and ACT achievement scores, suggested that early exposure to algebra yields more math class participation and higher levels of mathematic achievement. This study found that students who successfully completed Algebra I in the 8th grade were able to earn more higher level high school math course credits than students who did not successfully complete Algebra I in grade 8. Successful completion of Algebra I in middle school allowed students to enroll in more varied and higher level math courses throughout their high school career.

My experience teaching in Virginia schools, pacing and aligning instruction to the Virginia Standards of Learning, caused me to recognize the need for a mathematics tool to simplify and transition K-3 mathematics vocabulary usage and instruction. The language of mathematics uses three linguistic tools: words, symbols, and diagrams. Within this thesis I developed an instructional tool, a "Mathematics Pictionary", to accommodate primary grades K-3 and transition mathematical language and vocabulary skills between the primary grades aligned to the instruction and guidelines of the Virginia Standards of Learning. The Pictionary may be used coherently with lesson plans, available from the Virginia Department of Education, for instructional use in teaching mathematical vocabulary usage throughout the primary grade levels, K-3.