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The implementation of shared writing when teaching the writing process in the Intermediate Phase Afrikaans home languageDe Lange, Maryna Mariette January 2017 (has links)
Thesis (MEd (Education))--Cape Peninsula University of Technology, 2017. / Since 2012, the poor literacy levels of intermediate phase (IP) learners have been a concern
for officials in the Western Cape Education Department (WCED). Responding to the literacy
crisis, the WCED has implemented the South African Curriculum and Assessment Policy
Statement (CAPS), along with various other literacy interventions, but in the West Coast
District, IP learners’ writing skills remain poor. Focusing on the West Coast District, this
thesis sheds light on the implementation of the writing-instruction practices prescribed by
CAPS: specifically, the implementation of “shared writing” as a scaffolding method for
teaching writing to learners. The thesis maps the theoretical and conceptual framework of the
writing process, with an emphasis on shared writing. In particular, it discusses Vygotsky’s
and Piaget’s ideas on social-cognitive development and scaffolding. The gradual release of
responsibility (GRR) and balanced language approach (BLA) instruction models propose that
a competent adult should interactively model the writing process to learners before group
writing (practice) and independent writing (assessment) are attempted. While these stages of
instruction are included in CAPS, this study investigated the extent of their implementation.
Current literature in the field of writing instruction foregrounds the concepts of “thinking
aloud” and “shared pen”, according to which the teacher and the learner co-compose a text,
allowing learners to become competent writers. In this study, quantitative and qualitative
research methods were used to describe and understand West Coast District IP Afrikaans
Home Language (HL) teachers’ perceptions of their use of shared writing to teach the writing
process. Data collection consisted of quantitative and qualitative questionnaires, as well as
interviews, with results converted into percentages. Subsequent data analysis disclosed the
patterns, strengths, and weaknesses experienced by IP Afrikaans HL teachers in the West
Coast District. Current IP writing-instruction practices can provide the South African
Department of Basic Education (DBE) with valuable insights into the implementation of
shared writing, and of CAPS as a whole.
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Supporting A Standards-based Teaching And Learning Environment A Case Study Of An Expert Middle School Mathematics TeacherAkyuz, Didem 01 January 2010 (has links)
Although it has been more than 20 years since the publication of Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989) and 10 years since the second version of standards, Principles and Standards for School Mathematics (NCTM, 2000), the research underlines the lack of essential practices for standards-based teaching (Franke, Kazemi, & Battey, 2007). The literature also emphasizes the importance of planning in standards-based teaching, although few studies focus on the direct planning of the teacher (Kilpatrick, Swafford, & Findell, 2001). The aim of the current study was to conduct a case study to extract the planning and classroom practices of an expert seventh grade mathematics teacher. The extracted practices were interpreted using the teaching-in-context theory which is based on the beliefs, goals, and knowledge of the teacher. The case study was conducted in a design experiment environment where the instructional sequence was revised based on the classroom instruction. The data were collected through different resources including videotapes of classroom sessions, teacher notes, students‟ artifacts, audiotapes of daily teacher interviews, weekly teacher meetings and classroom small groups in five weeks. Transcripts were used to observe the action patterns of the teacher during both planning and classroom practices. By triangulating the data, planning practices were separated into five categories: preparation, reflection, anticipation, assessment, and revision. These practices were interrelated in an environment of collaboration. Classroom practices also were categorized into five groups, namely creating and sustaining social norms, facilitating genuine mathematical discourse, supporting the development of sociomathematical norms, capitalizing on students‟ imagery to create inscriptions and notation, and developing small groups as communities of learners. Similar to the planning practices, these iii were also highly interrelated with social norms playing a key role in application of all other practices. The results showed that the expert teacher used a diverse set of practices with each practice comprised of multiple actions to create and sustain a standards-based environment. The results also indicated that standards-based teaching requires a rich and connected body of knowledge about students, curriculum, content, and literature. It was found that the depth of the teacher‟s knowledge allowed her to develop practices that were consistent with her beliefs and goals. Finally, the planning and classroom practices were found to be highly interrelated. While effective planning practices facilitated the application of standards-based teaching, the classroom teaching practices equipped the teacher with the data necessary to perform effective planning practices.
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MIDDLE LEVEL TEACHERS AND THEIR ACCEPTANCE OF THE MIDDLE SCHOOL PHILOSOPHYHUSS, JOHN A. January 2000 (has links)
No description available.
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A Content Analysis of the Mathematics Curriculum Progression for Students Taking Algebra I and Geometry Honors Before High SchoolDiaz Reyes, Yeidi 01 January 2024 (has links) (PDF)
ABSTRACT
This qualitative content analysis study examined different middle school mathematics pathways from a large urban district in Florida to determine possible gaps in the accelerated pathways and differences between the district’s learning targets and Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards. Additionally, the accelerated pathways were compared to the Southern Regional Educational Board (SREB) 12 Indicators to identify possible missing content necessary to succeed in Algebra I Honors and Geometry Honors. The study aimed to answer three research questions: (1) In what ways do Florida’s B.E.S.T. Standards included in the non-accelerated and accelerated pathways for middle school mathematics differ in a large urban school district in Florida? (2) Which of the SREB 12 Indicators are absent from the accelerated pathways in middle school in a large urban school district in Florida? and (3) In what ways do Florida’s B.E.S.T. Standards differ from the district’s learning targets in the non-accelerated pathway for middle school mathematics in a large urban school district in Florida?
Data collected included the sixth through eighth grade Florida’s B.E.S.T. Standards for Mathematics and the 2022-2023 learning targets from a large district in Florida. The SREB 12 Content-Specific Readiness Indicators that classify the skills necessary for a student to be successful in Algebra were used as coding tools. Findings suggest that in most of the pathways available for students in middle school, students miss half of the seventh-grade standards, the entire eighth-grade standards, or half of the seventh-grade and the entire eighth-grade standards. The study also found inconsistencies between the district’s learning targets and Florida’s B.E.S.T. Standards for Mathematics. Likewise, the study suggests that the students who follow three main accelerated pathways (Mixed Pathway One, Mixed Pathway Two, and Doubled-Accelerated Pathway) do not receive all the content needed to succeed in Algebra I and Geometry as recommended by the SREB 12 Indicators. The results from this study can be used to improve or develop a middle school mathematics curriculum that considers the impact of the standards missed during accelerated pathways and provides all students with access to the necessary skills to succeed in Algebra I Honors and Geometry Honors.
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Understanding the role of the School Resource Officer (SRO) perceptions from middle school administrators and SROs / Teresa Renee Robinson.Robinson, Teresa Renee, January 2006 (has links) (PDF)
Thesis (Ed. D.) -- University of Tennessee, Knoxville, 2006. / Title from title page screen (viewed on Jan. 31, 2007). Thesis advisor: Vincent A. Anfara. Vita. Includes bibliographical references.
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Assessing Effects of an Environmental Education Field Science Program Fostering Responsibility at an Urban Middle SchoolSills, Blake 05 1900 (has links)
The study investigated the ability of an extracurricular program to influence environmental responsibility of sixth and seventh graders. The Children's Environmental Attitude and Knowledge Survey (CHEAKS) was evaluated for appropriateness in assessing the worth of this particular environmental education strategy emphasizing water quality fieldwork and technology. CHEAKS is designed with psychometric reliability and validity that may be used in comparing disparate programs. Wilcoxon two sample tests were used to analyze data gathered from two student groups; one participated in an "Enviro-Mentals Club"; the other received no treatment. Analysis showed no significant change in environmental attitudes between groups, but did show significance (p <= 0.05) in environmental knowledge growth. Therefore, the investigated program had marginal success in influencing environmental responsibility.
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Teacher Implementation of a Pretreatment Assessment Procedure in a Public Middle SchoolAlcala, Angelo L. (Angelo Lee) 05 1900 (has links)
In an attempt to determine the effectiveness of a pretreatment assessment procedure known as the scatter plot (Touchette, MacDonald, & Langer, 1985), direct observational data was collected by 13 middle school teachers on four "problem" students. After four weeks of data collection, interobserver agreement probes were calculated and a visual analysis of the plotted data was performed to ascertain a possible pattern of problem behavior. Additionally, in an attempt to assess the teachers' perceptions of the scatter plot, the 13 teachers were asked to complete a questionnaire. Although a visual analysis of the plotted data suggested a possible pattern of problem behavior, interobserver agreement probes failed to achieve a desired overall reliability of 90% or higher. Despite a low IOA, results of the questionnaire administered to the 13 teachers generally supported the use of the scatter plot as a means of assessing student behavior. Possible reasons for failing to attain an IOA of 90% or higher include the total number of students in a class, the number of subjects observed per period, the teacher's location in the classroom, and the subjects ability to recognize if the teacher was "looking." Recommendations are provided regarding future research concerning the scatter plot and other more formal approaches to assessing student behavior.
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Middle school teachers' beliefs about how they communicate caring and students' perceptions of their teachers' caring behaviors /Kainaroi, Cynthia D. January 2005 (has links)
Thesis (Ed. D.)--Duquesne University, 2005. / Includes bibliographical references (leaves 93-98) and abstract.
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Impact of Teachers' Common Planning Time on the Academic Performance of Students in a Middle School SettingSmitt, Shauna M. 12 1900 (has links)
The purpose of this study was to assess the impact of the common planning time for a team of middle school teachers by comparing the standardized test scores of middle school students selected from two school districts located in North Texas. An analysis of variance (ANOVA) 2 * 4 design was utilized to measure the Texas Assessment of Knowledge and Skills (TAKS) math and reading scale score for 7th grade students from the test administered in spring 2005. The data for this study were compared by the variables of school, gender, and ethnicity. The measuring tool utilized in this study determined the ratio of the amount of variance of the scores for individuals of between-groups as opposed to the amount of variance of within-groups, indicating if there were a statistically significant difference on the scores in any one particular variable compared to the variances of scores for the other variables in this study. The statistical results indicated that there were no statistical significant differences in the scores of students attending a middle school where the teachers received a common planning time. However, there was a noted difference in the percentage ratings on the Academic Excellence Indicator System (AEIS) report published by TEA for the African American students who attended the school with the common planning time. These students had higher scores on the TAKS reading test. The TAKS math scores did not indicate any notable differences.
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Parent and Teacher Perceptions of Middle School Transitional Expectations and ConcernsHoyson, Richard J. 11 June 2019 (has links)
No description available.
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