Thesis (M.Ed.)--University of Hong Kong, 2003. / Also available in print.

Thesis (PH.D.)--Syracuse University, 2003. / "Publication number AAT 3099724."

Thesis (PH.D.)--Syracuse University, 2003. / "Publication number AAT 3081644."

Thesis (Ph. D.)--University of Notre Dame, 2005. / Thesis directed by Jeanne D. Doy for the Department of Psychology. "July 2005." Includes bibliographical references (leaves 113-129).

Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2006. / "Title from dissertation home page (viewed July 3, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2916. Adviser: Peter K. Kloosterman.

Orientador: Marcelo de Carvalho Borba / Banca: Miriam Godoy Penteado / Banca: Edna Maura Zuffi / Resumo: Esta pesquisa investiga as potencialidades de um software gráfico no coordenação das representações múltiplas de funções, por dois pares de estudantes de primeira série do Ensino Médio, os quais iniciavam o estudo desse assunto em suas aulas regulares. A relevância da investigação relaciona-se sobretudo à emergência de software gráficos gratuitos, bem como ao tema das representações múltiplas de funções, tanto em termos de currículo quanto ao cotodiano dos alunos. Sendo uma pesquisa qualitativa, a estratégia metodológica "esperimentos de ensino" foi utilizada ao se observarem ações desses estudantes no estudo das representações múltiplas de certas funções não tradicionalmente estudadas em sala de aula, na série considerada, como aquelas cujas expressões analíticas são...(Resumo completo, clicar acesso eletrônico abaixo) / Mestre

<p> American students&rsquo; continued struggle with math proficiency has led to a body of research defining effective instructional principles for math. Those principles have been incorporated into interventions for students struggling with mathematical word problems. One such intervention utilizes a &ldquo;cognitive-metacognitive&rdquo; approach to solving any type of word problem. The &ldquo;cognitive-metacognitive&rdquo; approach teaches students to use a set of directive steps to work through a problem and to use a set of self-reflective steps to help the student understand, implement, and monitor each directive step. <i>Solve It!</i>, a commercially available cognitive-metacognitive intervention for word problem-solving, and variations of <i>Solve It!</i> have been found effective for students with various disabilities. Many of the populations that are subject to the existing body of research relating to <i>Solve It!</i> and variations of <i> Solve It!</i> display executive functioning deficits that are targeted by self-reflective steps included in the intervention. Students with attention deficit/hyperactivity disorder (ADHD) are one population that often display executive function deficits; however, no published research has examined the effectiveness of <i>Solve It!</i> or variations of <i>Solve It!</i> with this population. The present study builds on the existing research examining the effectiveness of <i>Solve It!</i> and variations of <i>Solve It!</i> by examining the effectiveness of a variation of <i>Solve It!</i> with three 4^th-grade students diagnosed with ADHD.</p><p>

<p> The purpose of this research project was to compare the effectiveness of co-taught teaching classrooms to non-co-taught teaching classrooms through an analysis of grades in geometry classes. Data for this project was collected through the use of a high school's grading software system. During the 2016&ndash;2017 school year, special education students had the opportunity to be placed in a co-taught geometry classroom. For the 2017&ndash;2018 school year, the high school no longer offered co-taught geometry classes. Special education students participated in geometry with no special education teacher. </p><p> All grades for special education students were printed for each marking period. This was done for both the co-taught geometry classes for the 2016&ndash;2017 school year, and the non-co-taught geometry classes for the 2017&ndash;2018 school year. In order to see if co-taught teaching is more beneficial, and aids in student success in the subject area of geometry, for students with special needs, grades were compared.</p><p>

<p> This design research study examined how professional development in the context of a research practice partnership developed Algebra 1 teachers&rsquo; collective understanding of the eight Standards for Mathematical Practice (SMPs), part of the Common Core State Standards. Over two years, 15 teachers participated in a task analysis routine that included the alignment of mathematical tasks to the SMPs. Group consensus of these task ratings were analyzed quantitatively using Randolph&rsquo;s kappa, along with a measure of individual contributions to consensus that was based on calculations of pairwise agreement. Task rating discussions, which targeted disagreement in the task ratings, were analyzed qualitatively using a grounded theory approach. The analyses revealed that consensus for SMP alignment decisions increased over time. Practice 4, <i> model with mathematics</i>, was the only practice for which there was a strong consensus that tasks were aligned to a practice. When alignment to SMPs was correlated with task ratings for cognitive demand, a positive correlation existed between demand and practices one through four, but no correlation existed between demand and practices five through eight. Examination of individual raters&rsquo; contributions to SMP alignments showed differences in the use of content knowledge, use of standards definitions, and attention to alignment criteria. Teachers who attended most to the alignment criteria scored highest in their individual contributions to consensus. These findings add to Brown&rsquo;s theories of <i>design capacity for enactment</i> and <i>pedagogical design capacity</i> (2002, 2009) by arguing that curriculum alignment to academic standards is a process of perceiving affordances in curricular materials, and that the process necessarily relies on consensus interpretations of standards and socially developed criteria for alignment. The implications of this study suggest that task analysis is useful, but not sufficient for developing teachers&rsquo; understanding of the SMPs, and that the quantitative methods employed in the analysis of this study could have utility as a formative measure in other professional development and research. </p><p>

Thesis (Ed.M.)-Boston University