A young man growing up in an alternate-history America becomes embroiled in revolution.

The purpose of this study is to do teaching multiplication with picture books, and to understand the learning process of two cases, then to investigate the dilemma of teaching and its solutions. To achieve the above purpose, the researcher designed the multiplication teaching activities for urban aboriginal middle grade pupils. The researcher adopts case study research. The subjects of the study were two pupils who participated in the after-school program at an elementary school in Kaohsiung city. For both pupils, mathematics scores are the lowest among all other subject areas, and mathematics scores ranked at lower class 10%. The teaching content involved Amis tribe picture books, integer multiplication, and multiplicative situations (Greer, 1992). There were three teaching procedures: preparation for teaching, picture books teaching activities, and multiplication teaching activities. The research data collected were from interviews,observations, teaching reflective journals, learning sheets, and learning diaries. The researcher induced pupils¡¦ learning experience and error types before teaching multiplication with picture books and also revealed pupils¡¦ attitude towards teaching multiplication with picture books and the learning multiplication of concept and its improvement. The conclusion is, through teaching multiplication with picture books, both pupils were familiar with the multiplication algorithm meaningfully, could used direct representation to solve multiplication problem, and used multiplication concepts to reason. Furthermore, the teaching activities promote subjects¡¦ mathematical learning attitude, ethnic identity, parent-child interactions, and peer tutoring. The results showed that the multiplication teaching with picture books had a positive influence on the subjects¡¦ attitude and multiplication concept. Based on research results and findings, the researcher made suggestions for teaching and future research.

Reading skills assessments have demonstrated that middle-grade Mississippi school children are on average two full grade levels or more below grade reading levels. This qualitative case study in one urban county Mississippi school district with decreasing literacy scores examined teachers' perceptions of evidence-based literacy instruction methods, which may improve literacy problem in this district. The constructive learning theory provided the conceptual framework for this study. The research questions addressed teacher perceptions regarding recommended instructional strategies, limiting factors in student literacy, and suggestions about improving literacy teaching. Ten middle-grade teachers from 3 district schools participated in semi-structured interviews on research-based instructional strategies, methods, and curriculum materials. Data from interviews and observations of teacher meetings were coded and analyzed thematically. Key findings included a lack of teacher knowledge about some evidence-based literacy instruction methods and uncertainty about the evidence supporting instructional methods. Administrative issues also emerged that impeded literacy instruction. The outcome of this study was a presentation to district administrators and a 3-day professional development (PD) program for teachers, with content tailored to address the needs of teachers in the 3 schools. This study fills a gap in the literature regarding the classroom use of evidence-based practices in schools with struggling students. The study provides a blueprint to help teachers improve their literacy instruction competency and ultimately improve the literacy skills of the students in this district.

The aim of the study is two fold: (1) to determine middle grade students&rsquo / abilities in translating among representations of fractions concept and (2) to investigate the effect of grade level and gender on students&rsquo / abilities in translating among representations. In this study the &ldquo / Translations among Representations Abilities Test (TRAT)&rdquo / was developed and used as a measuring instrument. The study was conducted in 19 randomly selected public elementary schools throughout Yenimahalle and &Ccedil / ankaya districts of Ankara with a total of 1456 sixth, seventh, and eight grade students in 2005-2006 fall semester. Each student&rsquo / s responses which were considered as incorrect were examined according to their grade levels. Based on the findings, the most frequent incorrect response types, the easiest, and the most difficult items were identified. In addition to these findings, two-way analysis of variance model (ANOVA) was used in order to investigate the effects of grade level and gender on students&rsquo / total scores on the TRAT. To the results of the examinations of students&rsquo / responses, it was seen that students&rsquo / abilities in translating among representations of fractions were low. The most frequent incorrect responses were seen in translations which include number line models and region models representing improper fractions. The lowest mean score was belonged to the sixth graders / while the highest mean score was belong to the eighth graders. Results of the statistical analyses revealed that grade level had a statistically significant main effect on students&rsquo / abilities in translating among representations. Additionally, it was seen that, female students had higher mean scores on the TRAT than males.

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