Teachers in a southwestern elementary school were struggling to support students who were not meeting proficiency standards in reading. The purpose of this study was to explore teachers' perceptions and experiences of how administrator behaviors and efforts influenced instructional practices and strategies in the classroom. Marzano's leadership evaluation model served as the conceptual framework that guided this study. The research questions focused on teachers' perceptions of how building administrators offered guidance about teaching and instructional activities and how building administrators influenced teaching and instructional activities to improve student performance. A basic qualitative design was used to capture the insights of 7 teachers who taught on the selected campus during the 2015-2016 school year and any number of school years before, after, or both before and after the 2015-2016 school year through semi structured interviews; a purposeful sampling process was used to select the participants. Emergent themes were identified through open coding, and the findings were developed and checked for trustworthiness through member checking and rich descriptions. The findings revealed that teachers believe that instructional guidance, administrator support, and data tracking positively influence student performance. A professional development project was created to provide administrators with strategies and approaches to support and guide classroom teachers more effectively. This study has implications for positive social change, in that the findings may be applied in creating a structure to provide administrators with strategies to improve school leadership behaviors.

Thesis (M.A.)(Mathematics Education) -- University of Limpopo, 2010. / Culture has become a household name in research circles mainly due to different interpretations that people come up with. How one defines it is relative to the discipline from which one is reasoning from. My engagement with literature in trying to define culture was limited to what happens in the mathematics classroom. What comes out as the operating definition in this study is that culture evolves. Classroom is about learning. As with culture, there are different interpretations of what it means. In this study my discussions on this issue were limited to those that use constructivism as a referent to learning. However, there are still a lot of debates within constructivism in terms of what it means to learn. My discussions were then confined to what it means to learn from a sociocultural perspective. From this perspective learning is accounted for on social and cultural processes. In contrast from a constructivist perspective the individual’s cognitive processes and the classroom culture are reflexively related. The evolving classroom culture does not exist apart from the teacher’s and students’ attempt to coordinate their individual activities (Cobb and Yackel, 1998). Initially the study was aimed at collaborating with an intermediate mathematics teacher in creating a constructivist classroom learning environment. However, the nature of data I had was such that I developed interest in what constitute enculturation process. I had moved between my classroom experiences and experiences with literature to establish what constitute enculturation process. The following constructs emerged as attributes of what enculturation process for both classroom and mathematics culture entails: language, learning, and negotiation of meaning. / N/A

Thesis (MEd)--Cape Peninsula University of Technology, 2019. / The objective of initial teacher education is to prepare teachers to teach effectively in schools. The quality of schools of a country depends on the quality of teachers (Femin-nemser, 2001). Provision of good teachers is, thus, crucial for the quality of teaching in schools. This research seeks to explore newly qualified teachers experiences of learning to teach and how it supports their classroom practices. A mixed method study with an interpretivist emphasis was conducted with teachers, who were in their first year of teaching. Data generation ensued through questionnaires and discussions whereby only some aspects of these were used to complement the main data generation which was the focus groups. Pedagogic Content Knowledge is a knowledge base that allows teachers to effectively pass their content knowledge on to students. Drawing on existing literature, a conceptual framework was developed. The study used the content analysis method where data was categorised according to the themes. The findings show that the Newly Qualified Teachers found their Initial Teacher Education to have had both positive and negative influences on their classroom practices. The heavy administrative duties, adapting to school contexts, relationships with people of influence like lecturers during Initial Teacher Education and mentor teachers, teaching practice (which had the most profound influence on their classroom practice) and the professional knowledge and skills as taught during Initial Teacher Education all played a part in supporting the classroom practices of Newly Qualified Teachers. The implications for policy makers, initial teacher education providers and mentor teachers therefore suggest some adjustment to the structure of Initial Teacher Education programs that would enable improving the development of Pedagogic Content Knowledge including enhanced involvement of schools in Initial Teacher Education to support classroom practice of Newly Qualified Teachers.

National studies indicate major deficiencies in students' understanding of mathematics. Research suggests that students tend to view mathematics as a set of computational rules rather than a process of discovery and a tool for problem-solving. Most students fail to grasp the concepts behind the computations. Technology provides a partial solution to this problem. Over the past decade, computers have emerged as a powerful tool in education. Computers place the control of action in the learning process with the student. They allow students to experiment with, explore, and discover mathematics at their own pace. With computers, students can consider more examples than are possible with a pencil and paper. The graphic capability of computers aids students in concept visualization; the computational capacity allows them to focus on concepts while the computer executes the tedious computations. The purpose of this thesis is to facilitate the effective use of computers in mathematics education. The primary component of this thesis is a CD-ROM containing a suite of computer manipulatives intended for use in the mathematics classroom. An explanation of the manipulatives accompanies the CD-ROM, as does a description of the creation process.

This study identified variations in the learning trajectories of Tier II students when learning equivalent fraction concepts using physical and virtual manipulatives. The study compared three interventions: physical manipulatives, virtual manipulatives, and a combination of physical and virtual manipulatives. The research used a sequential explanatory mixed-method approach to collect and analyze data and used two types of learning trajectories to compare and synthesize the results. For this study, 43 Tier II fifthgrade students participated in 10 sessions of equivalent fraction intervention. Pre- to postdata analysis indicated significant gains for all three interventions. Cohen d effect size scores were used to compare the effect of the three types of manipulatives—at the total, cluster, and questions levels of the assessments. Daily assessment data were used to develop trajectories comparing mastery and achievement changes over the duration of the intervention. Data were also synthesized into an iceberg learning trajectory containing five clusters and three subcluster concepts of equivalent fraction understanding and variations among interventions were identified. The syntheses favored the use of physical manipulatives for instruction in two clusters, the use of virtual manipulatives for one cluster, and the use of combined manipulatives for two clusters. The qualitative analysis identified variations in students’ resolution of misconceptions and variations in their use of strategies and representations. Variations favored virtual manipulatives for the development of symbolic only representations and physical manipulatives for the development of set model representations. Results also suggested that there is a link between the simultaneous linking of the virtual manipulatives and the development of multiplicative thinking as seen in the tendency of the students using virtual manipulative intervention to have higher gains on questions asking students to develop groups of three or more equivalent fractions. These results demonstrated that the instructional affordances of physical and virtual manipulatives are specific to different equivalent fraction subconcepts and that an understanding of the variations is needed to determine when and how each manipulative should be used in the sequence of instruction.

Research has shown noncontingent reinforcement (NCR) to be an effective intervention in reducing inappropriate behavior (i.e., problem behavior) when implemented prior to its occurrence in both clinical and applied settings. Some research suggests problem behavior of teenagers and adults with disabilities may be reduced at greater rates when NCR is implemented in combination with signals (e.g., visual timers). Additional research is warranted to investigate if the positive effects of NCR can be enhanced using signals when working with young children with autism. This study evaluated the effects of NCR when implemented with and without a visual timer on the problem behavior of three preschoolers with autism attending a special education day treatment program. All interventions were implemented by classroom staff during typical learning activities. Overall results were inconsistent in determining if NCR with signals may be an effective intervention for reducing problem behavior of preschoolers with autism. However, results suggest NCR with signals may contribute to a reduction in problem behavior for some preschoolers with autism. Additional research will be needed to verify these tentative conclusions.

Young gifted students experience school in a variety of ways. They become bored in classrooms where they are not challenged. They can develop disruptive behaviors or underachieve in order to feel accepted by their classmates or teachers. Three gifted first graders in the teacher-researcher's classroom participated in this case study. A variety of assessment tools were used to identify the student participants. Data were collected through teacher observations, videotaped classroom activities, videotaped interviews with students, audiotaped interviews with parents, and portfolios. Data are reported and discussed within the frame of five themes that emerged: high parent involvement, social relationships, characteristics of the learning environment, student-centered learning, and asynchronous development. The classroom context is richly described as it is critical to understanding the data and transferability.

The effects of the presence of a dog on the social interactions between children with developmental disabilities and their teacher were analyzed in this study. We examined whether the presentation of a dog would improve the social interactions of three children with developmental disabilities. A baseline condition consisting of the child and teacher in the presence of three toys, one of which was a toy dog was followed by an intervention in which a real dog was added to the sessions. A multiple baseline design across participants was employed to assess experimental changes in interactions during the intervention condition. All participants demonstrated an increase in overall positive initiated behaviors (verbal and non-verbal), positive initiated interactions toward the teacher (verbal and non-verbal) and positive initiated interactions toward the dog (verbal and non-verbal). The children also showed an overall decrease in negative initiated behaviors (verbal and nonverbal). Two of the three participants demonstrated a decrease in negative initiated interactions toward their teacher (verbal and non-verbal), while with one participant there was a slight increase in negative non-verbal interactions toward the teacher. All three children showed slight increases in negative initiated non-verbal interactions with the dog while negative initiated verbal interactions toward the dog remained the same.

The major purpose of this study was to determine what associations exist between student Internet usage in secondary science classrooms and the way students perceive their classroom environment. A second purpose was to study how the Internet was used in each classroom involved and to see what effects these various approaches had on classroom environments. The study included a sample of 431 students in five Hawaii Catholic high schools and data were collected using site observations, student-teacher interviews, and a questionnaire using the Constructivist Learning Environment Survey, a student attitude towards science scale, and Internet usage questions. Site observations were carried out periodically over an academic year, with a high degree of communication between the sample teachers and the author. / Some three dozen students representing all five high schools were interviewed in depth in an attempt to qualitatively clarify the quantitative findings of the total sample. The results of the study indicate that there is an association between greater student Internet usage and a positive perception of classroom environment. Additionally, the students in this sample express an almost total acceptance of the Internet as an educational resource. Student interview data suggest that this new technology has moved past the innovative stage and into the mainstream of daily educational routine. It seems that student attitudes, as well as individual feelings of self-control and personal relevance seem to be enhanced by the use of the Internet, allowing students to construct unique meaning on a personal level. Finally, there is a high association between student Internet usage and teacher Internet usage, that is, the attitude and behaviour of individual teachers concerning their Internet usage has an influence on the extent to which their students use the Internet for academic purposes.

This thesis describes the process of course and faculty development in college chemistry at the University of San Carlos in the Philippines. The aim of the research was to increase intellectual engagement through the implementation of a simple instructional cycle to replace a dominant lecture approach. The cycle consisted of three phases: (a) a plenary which is a short presentation of the subject matter, (b) seatwork activity where students work on problems, questions or activities with the instructor moving around the classroom, and (c) closure or summary which includes reactions to learning difficulties encountered by the instructor during phase b. The approach was designed to improve basic teaching skills and to enhance instructors' knowledge of student learning problems. The research employed qualitative and quantitative methods utilising multiple sources of data collection. Validation and reliability criteria were addressed through pluralistic epistemologies; triangulation, use of external observers, member checks, peer commentaries, and case studies. Likewise, the instructors' adaptation to the three phases in the approach were analysed together with students' perceptions of the teaching approaches in the new course. Two instructors, who were involved in the case study, taught the first version of the course having been coached by the researcher who attended almost all lessons within the semester. Analysis of the data indicated that the instructors developed teaching skills applicable in this instructional cycle approach. Problems in the implementation of the cycle were identified and used as the basis for the reconceptualization of a year-long, departmental study involving 13 instructors each of whom applied the instructional cycle to some degree. / Three instructors were able to significantly change their teaching and apply meaningful student seatwork in their lessons. Nine instructors, who were moderately successful implementers, exhibited some pedagogical growth but still had problems in maintaining a well-organised classroom environment. The other three instructors had considerable trouble in applying the new approach. The shift from lecturing to applying the instructional cycle might seem like a relatively small change, yet it is a huge step for instructors who have predominantly taught using lectures for over ten years. This situation called for support by effective intervention through a realistic and practical faculty development program. After an initial training of instructors, extensive coaching in the classroom was used during the implementation phase as well as weekly small group meetings and monthly large group seminars. The course and faculty development process led to a strong increase in chemistry and chemistry pedagogy discussions in the faculty room with increasing collegiality. After the initial implementation, the process of change has continued. Every semester more improvements are made and several other Chemistry courses have been revised using the instructional cycle model of instruction.